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LIM OTS BP AR) 


Springfield Public Schools 


District No. 186 


OUTLINE OF 
COURSE OF STUDY 


- Springfield, Ilinois 
October 1915 





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CONTENTS. 

PAGE 
TEEN O RCO ye UN ene ig Beart a Ta ORs SI ole aa al nS ed A PI 4 
General Organization ..... COR tear NOMSIA rH it lod CU AM MOL halal eg Pe 5 
TimeyAtotmentwy ain wiae Win weiner OE SN STRONY YA, A DAK I i 6 
FLGAGIN Sig sii ciate, ere ad dials) weather ere Se NT Una e ARIS a AULLO Ue cars iid Menenau e 7 
BRODIE cia ie cain Cie ann tea ore eve tau tte aire Munn ney eC as a a te Leia 13 
SDCLEEI Se ltalers eat cave Sit rO/ tater or atsl Malia he eile NATED aia MING Tas i GAP asaya 14 
EC CUNTVVERT SLE Dy yes c Iii ear aka ty oueteaalion alle tan pralastes aaa wake ot Mn ate ar al at Re are au 14 
TATROR AE UT pie hae wile Olea ASA cOSN dose Lal aw ied ciate Mists RU nL et fe a 15 
PAneager yy re OM aU AO Mea aceon ata) ae Bao A 
PTE ALIN THN ao reat dead) sehak LU Ure tals ta Wen Gee aly ab dios SAE TUN SN an TG a AR St 18 
PLIST OU Va eran. tac aha ito uta greta, UL OES a yeaiie aau gan acs Maan Mega 21 
PEELE IM OCLC i stata vie catalan eras et Mana ie igllanee iia oi Nattura ey aicKa yl gu Aina aie IC ICME 32 
Geography ....... PAN AR ae Ur al ae Mab at pM A YL a CART Mb cM A MLA 42 
PNVSIOLOSL Vii ere al amatareln Graven oh gue rarer at aan Lamy MUNAH GC ARPA a waa LVR, Sea as Be 51 
INPAE UP CO UIL Vu eee ceeds sale ena G On RSL GRUNT aa aN COMMUTE bes 1 Sa ae 52 
ree? iy 6 Ba Une rt a URN a AM erp age A a RR Aa bE 69 
PVEUESA GP Nite aircrew tel ote akal oho wl eTH omat TAME MRC ONS yille uve (a ECA GW, erin sui g Metta ranean 74 
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ER USUr ia Li Arts uly ae sual wate cra ha alo Oy Maa LM ats alt sr 84 
SOI ELIS Eh SCOOGIS ta ae eo ela eiateheds Uplate an alg A DPB ata eRge 92 
EIST COOO! Walt. sce wie iy a oratl aan eaiereL cc MUS ian coal gvaMen at at ioleu/L: Lavan Aa NeH CO UAE, 96 
Pex teBooks: COP Pian SCHOOR ei aie Wy Gitte hteass ae inte ee AM 02h) 110 
Text Books for Elementary Grades .......... 0.00 cee eee e ae 113 
PPIPERL OTST LOS 2 islets Wa iaraleme tata aha iene) asic FeRAM Gacy, HUNG DHEA JO InL A tian ey 115 


INTRODUCTION. 


The following outline of work by subjects and grades has 
been prepared for the general guidance of the teachers in the 
Springfield schools. 


The outlines in the several subjects were originally pre- 
pared by committees of principals and teachers appointed for 
that purpose, and were afterwards submitted to all the prin- 
cipals for criticism and revision. The outlines in drawing, 
music, household arts and manual training, were prepared by 
the supervisors in charge of these respective subjects. 


The purpose of this suggested course of study is to unify 
the work in the several schools in so far as possible, without 
interfering with the initiative and individuality of the teacher. 
In its use, | would recommend that principals, supervisors and 
teachers follow the old motto: “In essentials, unity; in non- 
essentials, liberty; in all things, charity.”’ 


HUGH S. MAGILL, JR., 


Superintendent. 








_— 


oO 
= 


GENERAL ORGANIZATION. 


The Springfield schools are evolving from the 8-4 system of organi- 
zation into the 6-3-3 system. The change is being brought about 
cautiously, the welfare and convenience of pupils and patrons being 
given first consideration. Some schools have the first six or elementary 
grades only; some the elementary grades and the seventh, eighth and 
ninth, or junior high school grades; while others still have the first 
eight grades. The high school still has the ninth grade, as well as the 
tenth, eleventh and twelfth, the work in the ninth grade being the same 
as in the junior high schools. | 

Each year or grade is divided by semesters into classes, the lower 
being designated as the “B Class” and the upper the “A Class.” 

The school term opens the first Monday in September and continues 
for forty-two weeks, with two weeks out, one week for the Christmas 
vacation and one for the spring vacation. The daily sessions are as 
follows: 


Elementary Schools. 


ist and 2d Grades—9:00 a. m. to 11:40 and 1:30 p. m. to 3:40. 

3d, 4th, 5th and 6th Grades—9:00 a. m. to 11:55 and 1:30 PD. m. to 
3:55. 

7th and 8th Grades—9:00 a. m. to 12:00 and 1:30 p. m. to 4:00. 


Junior High Schools. 
7th, 8th and 9th Grades—8:30 a. m. to 12:00 and 1:15 p. m. to 3:30. 


High School, 


9th, 10th, 11th and 12th Grades—8:45 a. m. to 11:45 and 1:15 p. m. 
to 4:00. 





~ 





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READING. 


Four phases of reading need to be kept in mind, namely, oral, 
silent, dramatic, and home reading. Oral and dramatic reading pre- 
suppose an audience. Silent reading reduces to a minimum the time 
and energy in reading by making a “short circuit” between eye and 
brain. Home reading may be stimulated by an enthusiasm on the 
part of the teacher for good literature; by the school library; by 
ownership of books and by free discussién in school of books read 
at home. 

The suggestions for all grades on the subject of reading found 
in the State Course of Study are very helpful and practical and should 
be most carefully studied and practiced by teachers of reading. 


FIRST GRADE. 

Perhaps no one method has ever been found for teaching be- 
ginners to read that meets all needs and conditions. Some teachers 
succeed better with one method than another. The reading should be 
tested by results. Can the children get, hold, and give the thought 
with a reasonable degree of speed? Is the reading mere word calling, 
or is it full of meaning and imagery? What can the child do when 
the teacher is not present? How independent is he? With the right 
aim in view, the teacher may use a method which combines the 
thought, phonetic, action, story or rhyme method, suiting these to the 
children and the text used. 


FIRST GRADE—B CLASS. 
Read the Free and Treadwell Primer. 


FIRST GRADE—A CLASS. 
Read the Free and Treadwell First Reader. 
Choose supplementary reading according to the ability of the class. 
The following list is merely suggestive, and should be revised fre- 
quently as new books are published: 


Progressive Road to Reading, Carroll and Brook’s First Reader 
Book I Outdoor Primer 

Riverside Primer Natural Method Primer 

The Wide Awake Primer The Story Hour Primer 

Baldwin and Bender Primer American School Primer 

Elson Primary, Book I The Horace Mann Primer 

Sunbonnet Babies’ Primer The Howe First Reader 

Child Classics Primer Nature and Life First Reader 


McCloskey Primer Mother Goose Primer 


8 OUTLINE OF COURSE OF STUDY 





SECOND GRADE—B CLASS, 
Read the Free and Treadwell Second Reader to Page 97. 


SECOND GRADE—A CLASS. 
Read the Free and Treadwell Second Reader from Page 97 to end. 


Suggested Supplementary Reading: 


Progressive Road to Reading, 
Book II 

Riverside First and Second 
Reader 

Wide Awake First Reader 

Elson Primary Book II 

Aldine Second Reader 

Stevenson Dramatic Reader 
Book I 

The Horace Mann Second Reader 

The Howe Second Reader 

Wide Awake Second Reader 

Child Classics Second Reader 

Child Classics First 


Carroll and Brook’s Second 
Natural Method First 

The Story Hour, First 

The Story Hour, Second 
Baker and Carpenter, Second 
Polly and Dolly 

Boy Blue and His Friends 
The Tree Dwellers 

Fishing and Hunting 
Stevenson Dramatic Reader II 
Around the World I 

Bow Wow and Mew Mew 
In Toyland 

Polly Flinders 


THIRD GRADE—B AND A CLASSES. 
Read the Elson Primary School Reader, Book III. Follow the 


Elson Manual. 


Suggested Supplementary Reading: 


Progressive Road to Reading, 
Book III 

Stevenson’s Dramatic Reader, 
Book II 

Merry Animal Tales 

Old Mother West Wind 

Free and Treadwell Third 
Reader 

Story of a Donkey 

Seven Little Sisters 

Robinson Crusoe 

Legends of the Red Children 


Early Cave Men 

Later Cave Men 

Child Life Third Reader 

Myths of Old Greece 

The Tree Dwellers 
Around the World II 

Child Classics Third Reader 

Nida—The Story of Ab 

The Circus Book 

Docas 

Lolami 


) 








SPRINGFIELD PUBLIC SCHOOLS. 9 


FOURTH GRADE—B AND A CLASSES. 
Read the Hlson Primary School Reader Book IV. Follow the 
Elson Manual. 


Suggested Supplementary Reading: 


Free and Treadwell Fourth The Sea People 
Stevenson’s Dramatic Reader, Story of Ulysses 

Book III Trading and Exploring 
The Kipling Reader Myths of Old Greece 
Bud and Bamboo Viking Tales 
Mustafa Stories of Pioneer Life 
Pinocchio The Later Cave Men 
Around the World III Baker and Carpenter Third 
The Pig Brother Reader 
Eastman’s Indian Life — easy Ten Boys 

edition 


The manuals which accompany the Elson readers used in grades 
five, six, seven and eight are skillfully prepared and quite sufficient in 
the way of helps in working cut the selections contained in those 
books. The ‘‘Lesson Plan” consisting of five distinct steps, as sug- 
gested in the manual, is very important. 


A certain selection or number of selections are suggested to be 
worked out each month in the grades above the fourth as a minimum 
requirement leaving the teachers free to fill in with as many short 
selections as the ability of the class will permit, so that uniformity of 
work in the longer selections may be had and also that pupils trans- 
ferred may not be required to spend time on selections which may have 
been worked out elsewhere. It may be necessary to use a few selec- 
tions that are adapted to particular seasons or dates, such as Christmas 
or Thanksgiving stories, in both classes at the same time. 


One standard selection should be memorized each month as a 
minimum requirement. A suggested list is taken from the readers. 
This should be very largely supplemented in connection with language 
work according to the needs and ability of the class. 


FIFTH GRADE—B CLASS. 
First Month—“‘The Leak in the Dyke,” 46. 
Second Month—(October) ‘The Huskers,’ 277 and “The Corn 
Song,’ 281 or (March) “Sinbad, the Sailor,” 176. 
Third Month—“Aladdin and His Wonderful Lamp,” 143. 
Fourth Month—‘The Golden Touch,” 72. 
Fifth Month—‘“Ali Baba and the Open Sesame,” 159. 


10 


OUTLINE OF COURSE OF STUDY 


FIFTH GRADE—A CLASS. 
First Month—‘“Song of Hiawatha,” 294. 
Second Month—(March) “Sinbad, the Sailor,” 176 or (October) 
“The Huskers” and “The Corn Song,” 277; 281. . 
Third Month—‘‘Gulliver’s Travels,’—219. 
Fourth Month—‘‘The Paradise of Children,” 327. ¢. 
Fifth Month—‘‘Robin Hood,” 193. Tr 


FIFTH GRADE—B AND A CLASSES. 
Selections to be Memorized: 
“The Flag of Our Country.” 
“Spring,” 110. 
“September,” 117. 
“October’s Bright Blue Weather,” 119. 
“November,” 121. 
‘Four Leaf Clovers,” 123. 
“Morning,” 130. i 
MLoday, Whee. 
“Woodman, Spare That Tree,” 30. 
“The Brown Thrush,” 104. 
“The Night Has a Thousand Eyes,” 135. 
“Corn Song,” 281. 
“The Arrow and the Song,” 290. 


SIXTH GRADE—B CLASS. 

First Month—‘‘Abou Ben Adhem,” 39; “Story of Benjamin Frank- 
lin,’ 277; “Arnold Winkelried,” 25. 

Second Month—‘‘The King of the Golden River,’ 60; “Kentucky 
Belle,” 54. 

Third Month—*‘The Legend of Bregenz’; ‘“‘Daffidowndilly,” 322; 
“The Death of the Flowers,” 295. 

Fourth Month—‘The Christmas Tree,” 126 or “The Bobolink,” 
289; “The Old Clock on the Stairs,’ 303; “The Story of 
of Horatius,” 254. 

Fifth Month—“The Fir Tree,’ 119; “Birds of Killingworth,” 307; 

“The Psalm of Life,’ 103. 


SIXTH GRADE—A CLASS. ; 
First Month—‘“The Barefoot Boy,” 40; “The Story of Achilles,” 
138. 
Second Month—‘The Story of Ulysses,’ 175; “The Voice of 
Spring” 195 or “The Bells of Shandon,” 112. 
Third Month—‘‘Planting the Apple Tree,” 296 or ‘‘An April Day,” 
97; “Pied Piper of Hamelin,” 44. 





SPRINGFIELD PUBLIC SCHOOLS. Fae a 


Fourth Month—“The Village Blacksmith,’ 300; ‘Better Than 
Gold,” 107; “Immigration of the Pilgrim Fathers,” 23. 


Fifth Month—“Find a Way or Make It,” 105; “Great American 
Authors.” 


SIXTH GRADE—B AND A CLASSES. 


Suggested Memory Selections: 
“Abou Ben Adhem,” 39. 

“Our Country,” 19. : 
“The Spacious Firmament,” 90. 
“An April Day,” 97. 

“Dare to do Right,” 102. 

“A Psalm of Life,” 103. 
“Better Than Gold,’ 107. 
“Gradation,”’ 110. 

“One Country,” 36. 

“The Village Blacksmith,” 300. 


SEVENTH GRADE—B CLASS. 


First Month—‘What Constitutes a State,” 15; “Character of 
Washington,” 29; “Abraham Lincoln,” 22. 

Second Month—‘‘Legend of Sleepy Hollow,” 257. 

Third Month—‘‘Courtship of Miles Standish,” 297. 

Fourth Month—‘“The Pine Tree Shillings,” 365; ‘“‘A Rill From the 
Town Pump,” 358. 

Fifth Month—‘‘Skeleton: in Armor,’ 344; “North American 
Indians,” 25; “The Heritage,” 370. . 


SEVENTH GRADE—A CLASS. 


First Month—‘Tales of a Grandfather,”’; “Sir William Wallace,” 
35; “Robert the Bruce,” 43. : 

Second Month—‘‘Battle of Bannockburn,” 55; “Exploits of Douglas 
and Randolph,” 61. 

Third Month—‘King Arthur Stories,” 145; “The Coming of 
Arthur”; “The Story of Gareth.” 

Fourth Month—‘“The Peerless Knight Lancelot,” 186; “The Passing 
of Arthur,” 211. | 
Fifth Month—‘“Maud Muller,” 378; “From Morn Till Night on a 

Florida River,” 393; “Arsenal at Springfield,” 351. 


12 


OUTLINE OF COURSE OF STUDY 


SEVENTH GRADE—B AND A CLASSES. 
Selections to be Memorized: 


“The Use of Flowers,” 95. 

“The Day is Done,” 355. 

“The Landing of the Pilgrim Fathers,” 27. 
“Snow Flakes,” 105. 

“The Builders,” 341. 

“Nolan’s Speech,” 34. 

“The Arsenal at Springfield,’ Stanzas 8-12, 351. 
“Forbearance,” 357. 

“The Daffodils,” 93. 

“The Flag Goes By,” 20. 


EIGHTH GRADE—B CLASSES. 

First Month—‘‘Lincoln’s Gettysburg Address,” 374; “‘Washington’s 
Farewell Address,’ 377; “Rip Van Winkle,” 113. 

Second Month—‘Paul Revere’s Ride,” 15; ‘“‘The Boys,” 298. 

Third Month—“Evangeline,”’ 197. 

Fourth Month—“‘The Great Stone Face,” 141; “Building of the 
Ship,” 251. 

Fifth Month—‘‘How They Brought the Good News.From Ghent to 
Aix,’’'84, 


EIGHTH GRADE—A CLASS. 

First Month—‘Snow Bound,” 265 or “A Descent Into the Mael- 
strom,” 172. 

Second Month—‘Chambered Nautilus,’ 291; ‘“‘Selections From 
Shakespeare,” 96-106. 

Third Month—‘“Vision of Sir Launfal,” 303. 

Fourth Month—‘Hervé Riel,” 38. 

Fifth Month—‘American Flag,’ 385; “Spartacus to the Gladiators,” 
330; “Rienzi’s Address to the Romans,” 334. 


EIGHTH GRADE—B AND A CLASSES. 
Selections to be Memorized: 
“Old Ironsides,”’ 297. 
“Chambered Nautilus,” last stanza, 291. 
“The Bugle Song,” 48. 
“Charge of the Light Brigade,” 22. 
“Building of the Ship,” last stanza, 251. 
“Gettysburg Address,” 374. 
“Love of Country,” 355. 
““Mercy’’— from the ‘“‘Merchant of Venice,” 98. 
“To a Waterfowl,” 60. 
“Vision of Sir Launfal,’—Lines 57—79. 








SPRINGFIELD PUBLIC SCHOOLS. ips 


PHONICS, 


The teaching of phonics in the primary grades should have for its 
object: (1) The correction of improper uses of the voice; (2) clear 
enunciation; (3) correct pronunciation; (4) ear training; (5) aid to 
quick recognition of the regularly formed words familiar to the child 
in speech. Phonic work should be included in word drills and at a 
separate time from reading. Suggestions for variety in drill are: 
(1) Introduce new sound; (2) review and build words; (3) connect 
with reader; (4) card drills; (5) use game or device. 

Suggestions for beginning work in Phonics: 

Ear training should precede the formal study of phonics for a 
few weeks. The ear soon becomes accustomed to the formation of 
words from their phonic elements. Example: John may r—un. 
Mary, wave the fl—ag. 

The slow pronunciation of names is good. Example: A child 
named Mary says: “My name is M—ary.” 

An effective way to teach the sounds of the individual letters is 
to use the initials of pupils’ first names. Call them name-sounds, 
never initials, as the name-sounds must be written with small letters, 
because the letters are to be combined into words. Call the children 
by their name-sounds instead of their names. Example: ‘Come to 
me, M—.” . 

Then, instead of calling them to her as at first, the teacher says, 
“When I give your name-sound, bow to me and give the sound your- 
self.” Next show the way the name-sound looks, writing it on the 
board, and finding it on the Beacon Phonetic Chart. 


For further suggestions, see manuals published with method 
readers. 


FIRST GRADE. 

The work is based on the Beacon Phonetic Method. Follow in- 
structions found at the head of each page of the Phonetic Chart and’ 
in the books. 

Take the Beacon Phonetic Chart. Teach the tables in the Beacon 
Primer, pp. 1-15, also sounds on pp. 48, 49, 66, 67, 68, 76, 77, 84, 85, 94, 
95, 102, 103, 110 and 111. 

By the close of the first school year, the child should have 
mastered the letters of the alphabet in serial order. 


SECOND GRADE. 

Review Grade I. 

Have daily drill of the tables on pp. 131-160 of the Beacon First 
Reader. Then drill on the lists on pp. 167-192 of the Beacon Second 
Reader. Supplement these topics with drill from the corresponding 
work in the early pages of the Primer. 


14 OUTLINE OF COURSE oF STUDY 





THIRD GRADE. 
Review Grade II. 
Teach diacritical markings. 


FOURTH GRADE. 
Leach use of the dictionary. 


FIFTH TO EIGHTH GRADES, INCLUSIVE. 
In all of these grades the use of the dictionary should be empha- 
sized for spelling, pronunciation and definitions. 


SPELLING. 

Text—New World Speller, Book I for Grades I and II, Book II for 
Grades III to V, Book III for Grades VI to VIII. 

In Grades I and II, the book is to be in the hands of the teacher 
. only. 

In addition to the work outlined in the spellers, careful attention 
should be given to correct spelling in all written exercises. Take care 
to review words commonly misspelled. 

First Grade, A Class—Make selections in Book I, Pages 1 to 48. 

Second Grade, B Class—Book I, Pages 51 to 68. . 

Second Grade, A Class—Book I, Pages 68 to 96. 

Third Grade, B Class— Book II, Pages 98 to 115. 

Third Grade, A Class—Book II, Pages 115 to 128. 

Fourth Grade, B Class—Book II, Pages 131 to 145. 

Fourth Grade, A Class—Book II, Pages 145 to 160. 

Fifth Grade, B Class—Book II, Pages 161 to 177. 

Fifth Grade, A Class—Book II, Pages 177 to 193. 

Sixth Grade, B Class—Book III, pages 193 to 209. 

Sixth Grade, A Class—Book III, Pages 209 to 225. 

Seventh Grade, B Class—Book III, Pages 225 to 241. 

Seventh Grade, A Class—Book III, Pages 241 to 257. 

Highth Grade, B Class—Book III, Pages 257 to 273. 

Highth Grade, A Class—Book III, Pages 273 to 288. 


PENMANSHIP. 

The Palmer System of Penmanship is adopted for all of the eight 
grades of the elementary schools. The Manual is to be used by all 
pupils above the second grade. The movement exercises are practiced 
in all grades, beginning with the first, and all written work in the 
schools is to be done in accordance with the instructions of the 
Manual. 

The scientific grading of writing, according to the Thorndike 
Writing Scale, is suggested, beginning with Grade III. The tests 
should be taken from all phases of the written work, as spelling, 
composition, ete. 





® 





SPRINGFIELD PuBLICc SCHOOLS. 15 





LITERATURE. 


Literature is outlined for the first four grades only, after which 


it is merged with reading. 


FIRST GRADE—B AND A CLASSES. 


References: 


Bryant—Stories to Tell 
McMurry—Classic Stories 
Bryant—How to Tell Stories 
Poulsson—The Child’s World 
Wiggin—The Story Hour 


Lindsay—Mother Stories 

Beckwith—When First We Go 
To School 

Cooke—Nature Myths 


Suggested “Stories: 

The Three Bears 

The Three Pigs 

The Old Woman and the Pig 

Little Red Riding Hood 

Little Black Sambo 

Peter Rabbit 

Benjamin Bunny 

The Giddy Go Round 

The Gingerbread Man 

The Four Musicians 

One Eye, Two Eyes, Three 
‘Eyes © 

. The Wolf and the Seven Kids 

The Boy Who Hated Trees 


O’Grady—The Teacher’s Story 
Teller Book | 

Stevenson—Child’s Garden of 
Verses 

Wiggin and Smith—Posy Ring 

Wiggin and Smith—Pinafore 
Palace. 

McMurry—Songs of Tree Top 
and Meadow 

Lovejoy—Nature in Verse 


The Elves and the Shoemaker 

Cinderella 

The Little Fir Tree 

The Ugly Duckling 

The Little Red Hen 

Aesop’s Fables 

The Crane Express 

The Brave Tin Soldier 

Chicken Little 

Three Goats Gruff 

Little Half Chick 

Town Mouse and the Country 
Mouse 


Choose other stories in connection with the seasons and holidays. 


Poems: 


Mother Goose Rhymes 

Who Has Seen the Wind? 
Motion Poems 

Come Little Leaves 

What Does Little Birdie Say? 
Over in the Meadow 
MacDonald—The Baby 
Sherman—The Daisies 

The North Wind Doth Blow 


Choose Poems for Holidays 

R. L. Stevenson—The Shadow 

R. L. Stevenson—The Lamp- 
lighter 

R. L. Stevenson—The Swing 

R. L. Stevenson—Rain 

R. L. Stevenson—Bed in Sum- 
mer 

R. L. Stevenson—The Wind 


16 


OUTLINE OF COURSE OF STUDY 


SECOND GRADE—B AND A CLASSES. 


References: 


Same as Grade I 
Sherman—Little Folks’ Lyrics 
Eugene Field’s Poems 
Kipling—Just So Stories 
Louisa May Alcott Reader 


Suggested Stories: 


Androclus and the Lion 

The Story of Joseph . 

The Goat Named Billy 

Dick Whittington 

The Straw, the Coal and the 
Bean 

The Birds of Killingworth 

Why the Sea is Salt 

How the Camel Got His Hump 

Piccola 

Rumpelstiltskin 

The Pied Piper 


Scudder— Fables and Folk 
Stories 

Baldwin—Fifty Famous 
Stories 

Judd—Classic Myths 


William Tell 

Philemon and Baucis 

King Midas 

Snow White and Rose Red 

The Discontented Pine Trees 

Hansel and Gretel 

Tom Thumb 

Clytie 

How the Elephant Got His 
Trunk 

Epaminondas 


Choose other stories in connection with the seasons and holidays. 


Poems: 


October’s Party 

The Rock-a-bye Lady 

The Wonderful World 

Seven Times One 

Good Night and Good Morning 

Poems for the Holidays 

R. L. Stevenson—Winter Time 

R. L. Stevenson—Foreign 
Children 


R. L. Stevenson—My Bed is 
Like a Little Boat 

R. L. Stevenson—The Land of 
Counterpane 

R. L. Stevenson The Land of 
Story Books 

R. L. Stevenson—Where. go 
the Boats? 

Sherman—A Real Santa Claus 


THIRD GRADE—B AND A CLASSES. 


Suggested Stories: 

Kipling—The Jungle Book 

Kipling—The Second Jungle 
Book 

Williston — Japanese Fairy 
Tales 

Baldwin—Fifty Famous 
Stories 

Dassent— Tales From the 
Norse 


Maeterlinck—The Blue Bird 
for Children 

Thompson-Seton — Krag and 
Johnny Bear 

Mabie— Fairy Tales Every 
Child Should Know 

Gale—The Children’s Odyssey 

Mabie— Myths Every Child 
Should Know 





e 


SPRINGFIELD PUBLIC SCHOOLS. 17 


Baldwin—Old Stories of the Mabie—Norse Stories 
East Brown—In the Days of the 
Sewell—Black Beauty Giants 
Poems: 
Longfellow—T he Village Kingsley—The Lost Doll 
Blacksmith Aldrich—Marjorie’s Almanac 
Allingham—Fairies Browning—The Year’s at the 
Hogg—A Boys’ Song Spring 
~Sherman—Vacation Song Field—The Night Wind 
Larcom—March Lear—The Owl and the Pussy 
Field—Little Blue Pigeon Cat 
Brooks—O Little Town of Gould—Jack Frost 
Bethlehem Bonner—One, Two, Three 
Poems for the Holidays Miller—The Blue Bird 


FOURTH GRADE—B AND A CLASSES. 
Suggested Stories: 


Pyle—Robin Hood Wheelock—Wagner Opera 
Baldwin—The Story of Sieg- Stories for Children 

fried 

Poems: 

Boyle—Voice of the Grass Poems for the Holidays 
Wordsworth—Daffodils Riley—Knee Deep in June 
Bryant—Robert o’ Lincoln Whittier—Corn Song 
Bjornson—The Tree Thaxter—Wild Geese 
Thaxter—The Sandpiper Jackson—October’s Bright 
Emerson—The Mountain and Blue Weather 

the Squirrel Jackson—Down to Sleep 
Pledge of Allegiance to Flag Tennyson—The Brook 


Bryant—Gladness of Nature 


LANGUAGE. 


FIRST GRADE—B AND A CLASSES. 

Retelling of stories; dramatization; pantomime; short sentences 
on the blackboard. Use the sand table. Establish correct habits of 
speech through drill on correct forms, as the need arises, as, “I 
haven’t any pencil,” etc. Special drill through games, action work and 
the regular class room conversation, should be given on these forms: 
“Good morning,’ “Goodbye,” “Thank you,’ “If you please,” “Yes, 
Miss ,” “It is I, he, she,” ‘‘see, saw, have seen,” “do, did, have done,” 
“run, ran,,” “fly, flew,’ “bring, brought.’ Retell stories by building 
sentences with word cards and stories with sentence cards. 





18 OUTLINE OF COURSE OF STUDY 


SECOND GRADE—B AND A CLASSES. 
Dramatization; retelling stories; games and drills for the correc- 
tion of errors of speech, as, ‘“‘I saw,’ “I have seen,” ete. Drill, as the 
need arises, on “go, went, gone;” “come, came;” “grow, grew;” “blow, 
blew;” “eat, ate, eaten.” 


In the Second Grade, A Class, the children may write simple sen- 
tences from their conversation lessons, stories, or nature work. Teach 
the use of capitals in proper names, beginning of sentences, and the 
pronoun “I.’”’ Teach the use of period and interrogation mark at the 
end of sentences. Teach pupils to write their own addresses, giving 
name, street, and number. 


THIRD, FOURTH, FIFTH AND SIXTH GRADES. 

The McFadden Language books are to be used as basal texts. In 
these is found abundant material for drill on Language facts, but this 
work should be supplemented with a study of good literary selections, 
both in prose and poetry. The suggestions given in the Illinois State 
Course of Study will prove helpful. 

In the McFadden texts the following outline will help to make the 
work uniform throughout the city: 

3d B—McFadden Book I to page 62. 

3d A—McFadden Book I to page 126. 

4th B—McFadden Book I to page 190. 

4th A—McFadden Book I completed. 

5th B—McFadden Book II to page 65. 

5th A—McFadden Book II to page 127. 

6th B—McFadden Book II to page 191. 

6th A—McFadden Book II completed. 


GRAMMAR. 


SEVENTH GRADE—B CLASS. 
Use Mother Tongue, Book II. 


First MoNTH—PAGES 1 To 23. 

I. The sentence and its essential elements. The subject and pre- 
dicate. Distinguish the copula or asserting element from the 
rest of the predicate. 

II. Words which compose these elements: Nouns and pronouns; 
verbs and verb phrases. 

III. Distinguish simple and complete subject; simple and complete 
predicate. 

IV. Sentences classified as to meaning: Use many short sentences 
for drill in the above work. 








II. 


Waly 


ET. 


SPRINGFIELD PUBLIC SCHOOLS. 19 


SECOND MoNTH—PAGES 24 To 41. 
Teach the names of the eight parts of speech and make a brief 
Study of them. Learn a good definition for each one, and give 
sufficient drill to enable pupils to recognize it. 


THIRD MoNTH—PAGES 42 To 62. 
Drill in the use of the same word as different parts of speech 
to show that the part of speech depends upon the use of the 
word in the sentence. 
Compound subject and predicate. 
A brief study of phrases. 
Modifiers of the subject: HH 
a. The adjective and the adjective phrase. 
b. The possessive modifier. 
c. The appositive. 

Begin the analysis of simple sentences. 


FourTH MoNTH—PAGES 63 To 84. 
Modifiers of predicate: 

a. The adverb and the adverb phrase. 

b. Nouns and pronouns used adverbially—adverbial sub- 
stantive, indirect object. 

Complements: 

a. The object complement or direct object. Teach transitive 
and intransitive verbs and active and passive voice in 
this connection. 

b. The attribute complement: Of the subject; of the object. 


FirtH Montu—Paaes 85 To 100. 


’ Comparison of object and attribute complements. 


Independent Elements. 
Review. ‘ 


SEVENTH GRADE—A CLASS. 


First Monru—Paces 101 To 118. 
Clauses: Adjective clause; adverbial clause. 
Compound and complex sentences. 


SEconpD MontH—PaAgeEs 119 To 128. 
Inflection: Classes of nouns. 

TuirD MontH—PaceEs 128 To 141. 
Number and gender of nouns and pronouns. 


FourTH MoNTH—PAGES 142 To 156. 
Case in nouns and pronouns. Parsing. 


OUTLINE OF COURSE OF STUDY 


FiIrtH MONTH. 
Review year’s work. Analysis of complex and compound sen- 
tences. 


EIGHTH GRADE—B CLASS. 


First MontH—PAGES 156 To 182. 
Classes of pronouns. 





SECOND MonTH—PAGES 183 To 196. 
Adjectives: Classes and comparison. 


THIRD MoNTH—PAGES 197 To 210. 
Classes and comparison of adverbs: Numerals. 


FourtH MontH—PacEs 211 To 227. 
Verbs: Classes; present and’ past tense. Person and number of 
verbs. Conjugation. ain 


FirTtH MoNTH—PAGES 228 To 237. 
Verbals: Infinitives and participles. Distinguish participle and 
gerund. Principal parts of verbs. 


EIGHTH GRADE—A CLASS. 


First MoNTH—PAGES 237 To 248. 
Tense of verb phrases: 
Future tense; the perfect tenses. 
Active and passive voice. 
Parsing of verbs. 


SECOND MONTH—PAGES 249 To 261. 

Kinds of verb phrases: 

Progressive. 

Emphatic. 

Passive. 

Future. 
Mode: 

Indicative and subjunctive. 

Imperative. 

(Omit potential verb phrases—Pages 262 to 266. 


THIRD MONTH—PAGES 267 To 288. 
Special study of verbals. Analyze. 


FourtTH MoNnTH—PAGES 292 To 306. 
Special study of clauses. 





FirtrH MontTuH—PaAGES 284 To 290. 
Prepositions, conjunctions and interjections. 
Review of year’s work. Analyze. 


Ss 


SPRINGFIELD PUBLIC SCHOOLS. 21 


HISTORY. 


The social and industrial life of primitive people is studied for 
the purpose of interesting the child in a variety of social conditions, 
so that he may interpret his own life and surroundings. The 
emphasis is upon the growth of present complex conditions from 
simple beginnings, as shown in the development of common utensils 
and tools, in the selection of food and methods of cooking, in puild- 
ing shelters, and making clothing. Several types of people are con- 
sidered, with the conditions which determine their manner of life. 
The central thought is home and family life. 


FIRST GRADE. 

Make a study of Indian life, leading up to Hiawatha; then Hskimo 
life, followed by Tree Dweller life, leading up to the story of Ab. In 
the last two months of the year’s work, study Dutch life, making a 
Dutch sand table. 


‘ FIRST GRADE—B CLASS. 
I. Outline of Indian Life. 
1. Home life; wigwams—how made; interior of homes—how 
different from ours; care of babies; games of children. 
2. Appearance of Indians; their dress; ornaments. 
3. Food; where, and how obtained; the story of Indian corn. 
4, Animals: The deer, squirrel, rabbit, birds, beaver, etc. 
5. Activities: Making bows and arrows; building the canoe. 
Il. Outline of Eskimo Life. 
1. Country; conditions of life; the people. 
2. Homes: Material; how made; igloo; stove; fuel; summer 
homes. 
Dress. 
Food; how obtained. 
Occupations. 
Animals: Protection from cold; how trapped; uses. 
Transportation: Dogs; sledges; kayaks. 


TI oe 98 


FIRST GRADE—A CLASS. 
I. Outline of Tree Dweller Life. 

1. The Age of Fear. 

2. Physical Appearance: Short, thick-set; why nut-brown 
color? Hair, black and matted; body covered with thick, 
short hair; sloping forehead; large, strong lower jaw; 
large, strong, sharp teeth; the thumb nearly as long as 
the fingers; sharp eyes for long distances; use a cluck- 
ing language. 


22 


Cave Men, 


ee 


ea 


OUTLINE OF COURSE OF STUDY 


Homes. Why in trees? On sunny, wooded hills? Near 
streams? 

Way of Living: Each lived for himself; the food. 

Mode of Travel. 

Wild Animals. (See Katherine Dopp’s “Tree Dwellers”). 

Tools and Weapons. Use of hands. Use of teeth. Sticks, 
claws, horns, stones, clubs. Development of the hammer. 


Outline of Dutch Life. (Optional). 


i bs 


The Country: Climate; condition of land; dykes; wind- 
mills; canals. 


2. The People: Activities; dress; sports. 


3. 


4, 


Homes; cleanliness; foot-stoves; dishes; beds; flowers. 
Dutch names for children. 

The Stork: Very tame; walks in street; lives on high 
house-tops; is protected. 


Make a Dutch village on the sand table. 


SECOND GRADE. 


Study Dopp’s “The Harly Cave Men.” Follow with ‘‘The Later 


9 


and “Robinson Crusoe.” 


SECOND GRADE—B CLASS. 


Outline for the Early Cave Men. - 


L 


co 0 IH OT YH go bo 


Why people wanted to live in caves. 
The Fire Clan gets a cave. 
Fire-keeper watches the fire. 

Sabre Tooth is killed. 

The Feast and Dance. 

How the Fire Clan spent the winter. 
The great flood. 

Getting food from spruce trees. 

A Mammoth hunt. 


SECOND GRADE—A CLASS. 


Outline for Later Cave Men. 


di 


Homes: Caves, same as EHarly Cave Men, under over- 
hanging rock, or branches of trees held down by rocks; 
tents; near grazing grounds of animals. 

Way of Living: In Clans; boundaries of hunting grounds; 
testing of boys before joining the men; beginnings of 
family life; looking toward the future—drying meat for 
times of famine. 

Food: Uncultivated; mostly raw; first cooked food by ac- 
cident. Animals: reindeer, salmon, bison. ~ 

Mode of Travel: In groups; alone—because no longer 
afraid of animals. i 





5. 


6. 


SPRINGFIELD PUBLIC SCHOOLS. 23 


Clothing: Necessity for; how made; what garments; 
ornaments. 


Occupations: Getting food; making clothing; making tools 
and weapons. 


‘a If. Outline for Robinson Crusoe. 
1. 


Homes: Parental love; disobedience; school; idleness; 
voyage; shipwreck; new homes; new perils. 

Robinson’s Industry: Bringing things from ship; building 

‘ house, fence; making boats; making pottery; taming 
goats; planting and harvesting grains. Compare with 
former idleness. Why not idle now? In connection with 
making of pottery, tell story of Palissy, the Potter. In 
connection with making boat, tell story of Robert 
Fulton. 

Sickness: Need of companionship; feeling of dependence 
on a Higher Being. 


Friday found. Result. Return to England, 


THIRD GRADE—B CLASS. 


1. Outline for Lolami. 


ae 
2. 


10. 
BMY 


Kind of people; characteristics; personal appearance. 


Where they lived: Describe regions in Arizona and New 
Mexico—rocks, sand, barrenness except along rivers. 


Homes: Kinds; lowland village; cave dwellings; cliff 
houses. Where and how each was built; materials used; 
furniture; tools used; difficulties to be overcome. 


Food: What food; how obtained; hunting; gardening; 
irrigation; stored for winter use. Water: Scarcity of 
supply; providing for dry season. Compare with other 
people: Tree Dwellers, Cave Men, Hiawatha. 


Clothing: What; how obtained; loom for weaving cloth. 


Occupations: Hunting; farming; making pottery; bas- 
ketry; weaving. 


Government: Clans; communistic life. 
Family names: What; how designated. 
Tribal Customs, 

Music and religion. 


Chelly Canyon, Navajo and what Lolami learned from 
him. 


24 OUTLINE OF COURSE OF STUDY 


THIRD GRADE—A CLASS. 


References: 
Pratt—DeSoto, Marquette and Mather—Making of Illinois 
LaSalle. Pratt—Stories of Illinois 
Pratt—LaSalle and the Dis- Andrews—Ten Boys 
covery of the Great West. Bullfinch—Age of Fable 
McMurry—Special Method in Guerber—Story of the Greeks 
History. Tappan—Story of the Greek 
Smith—Students’ History of People 
Illinois 
I. Illinois History. Correlated with Geography. 
1. The Indians. 
2. Marquette and Joliet. 
3. LaSalle. 
4. George Rogers Clark. 


5. Lincoln. 
Spend first two months of semester on this. 


Il. Early Greeks. Third, fourth, and fifth months. Story of Cleon 
in Ten Boys. Outline for Greek Life. 

1. Environment: Description of country as to location, size 
surface, climate, and surroundings. Effect of these upon 
the life of the people. 

2. Appearance: Dwell especially upon the Greek’s love of 
personal beauty and perfection of form; care of body and 
and why; fondness for physical exercises and sports. 

3. Homes: Structure, solidity and beauty; provisions for 
cleanliness, eating, resting, reading and writing; number 
and arrangement of rooms. Furnishings: Statues, 
couches, beds, dining tables, chairs, lamps, vases, port- 
able stoves. The Sacred Hearth. Food: Kinds used; 
how procured; how prepared and served. Clothing: 
Armor, sandals, ornaments, studied with reference to ma- 
terials used, manner and purpose of wearing. Compare 
with clothing of Indians, Eskimo, Cliff Dwellers, now. 
Family Life: Customs and manners; relation of par- 
ents and children; duties of each; slaves; customs in 
eating, sleeping, bathing, hospitality. 

4. The School: Time, place, purpose, studies, tablet, stylus, 
pedagogue, gymnasium. 

5. Social Life: Children’s games; Olympian games; enter- 
tainments in amphitheater. Greek ideal of friendship as 
embodied in stories of Damon and Pythias, and Hya- 
cinthus. 


SPRINGFIELD PUBLIC SCHOOLS. 25 


6. The State. Greek ideals as embodied in stories of Leon- 
idas, Pericles, Socrates, and Demosthenes. 

7. Industrial Life: Agriculture, sheepraising, spinning and 
weaving, painting, making of pottery, sculpture. 

8. Religion: Ceremonies in temples; worship of nature; 
gods—Zeus, Apollo, Hermes, Athena, Diana. 


FOURTH GRADE—B CLASS. 
Take Roman life using The Story of Horatius from Andrews’ Ten 


Boys. 
References: 4 
Guerber—The Story of the Pratt—Stories of Old Rome 
Romans Harding—The City of Seven 
Church—Stories from Virgil Hills 
Hale—Boy Heroes Francillon—Gods and Heroes 
Guerber—Myths of Greece 
and Rome 


Outline for Roman Life. 
1. General location of Italy. Seven hills, plains, Tiber River. 
2. Earliest inhabitants. Story of Romulus and Remus . 
3. Homes: Plan of a Roman house; furniture; utensils. 
Teacher read Lytton’s Last Days of Pompeii for her own 
information. , 
4. Physical and mental education of Roman youth. 
Origin of Roman notation, months of year and days of week. 
6. Amusements and Festivals. Teacher read, Chariot Race 
from Wallace’s Ben Hur. 
7. Horatius, the Roman Boy, from Andrews’ Ten Boys. 


“oe 


FOURTH GRADE—A CLASS. 
Take the Northmen as the basis of this work. 

References: 

Hall—Viking Stories 

Mable—Norse Stories 

Harding—Deeds of the Northmen 

Judd—Norse Gods and Heroes 

Baker—Stories from Northern Myths. 
Outline. 

1. The Vikings and their constant raids upon the coast of 

England and France. 
Rollo and his settlement of the Northmen in France. 
Alfred and his struggle with the Danes. 
Canute and his kingdom. His good government. 
Lief Ericsson and the Discovery of America. 


ee iat Sa oe 


26 OUTLINE OF COURSE OF STUDY 


FIFTH GRADE—B AND A CLASSES. 


For Fifth Grade, B and A Classes, make the Age of Chivalry the 
basis of the work. Use a general outline and follow with the story 
of King Arthur and His Knights. 

Outline. 


I. Characteristics of this age. Meaning of true chivalry of the 
knights; their loyalty, bravery, purity and courtesy. 

1. Charlemagne and his twelve peers. 
2. Roland. 
3. Cid. 
4. Robin Hood. 
5. Crusades and Richard the Lion Hearted. 

II. Castle Life. Knights. Tournaments. 

III. Read lyrics and ballads of heroism and chivalry. 


References: 
Sidney Lanier—King Arthur. 
Ten Boys—Story of Gilbert. 
Tappan—Old World History. 
Radford—King Arthur and His Knights. 
Lacroix—Manners and Customs of the Middle Ages. 
Bullfinch—Age of Chivalry. 


SIXTH GRADE—A CLASS. 


First MoNTH—PAGE 1 To 25. 
TEXT—MACE—ScHOOL HISTORY OF THE UNITED STATES. 


THE PERIOD OF DISCOVERY AND EXPLORATION. 
Spanish Explorers—Columbus, Balboa, Magellan, DeSoto. 
English Explorers—Cabot, Raleigh. 
French Explorer—Champlain. 
Dutch Explorer—Hudson. 
THE AMERICAN INDIANS. 
THE MOUND BUILDERS. 
Dates: 1000, 1492, 1541, 1565, 1608. 


What was the intellectual and geographical condition of Europe in 
the fifteenth century? What influences determined Columbus’ 
actions? Why did not England follow up the voyages of the 
Cabots? Why did the Spanish fail in making settlements? 
Which explorers have had the most lasting effect upon American 
history? What were the claims of each nation at the beginning 
of the seventeenth century? Other excellent questions may be 
found in the appendix of the text. 


( 


~~ 


SPRINGFIELD PUBLIC SCHOOLS. 27 


SECOND MONTH—PAGE 25 To 52. 
THE PERIOD OF COLONIZATION. 

Virginia—London and Plymouth Companies, Jamestown, John | 
Smith, Tobacco Culture, The First Representative Assembly, 
Introduction of Slavery, Founding of Homes, Bacon’s Rebellion. 

Maryland—Lord Baltimore. 

Carolinas. 

Georgia—Oglethorpe. 

DATES: 1607, 1619, 1733. 
SUGGESTIVE QUESTIONS. 

In what respect did Georgia differ from the other colonies? What 
was the purpose in founding the Carolinas? Georgia? See 
Appendix. 


THIRD MONTH—PAGE 52 To 8b. 
THE PERIOD OF COLONIZATION. 
Massachusetts—The Pilgrims, Plymouth, Miles Standish, Town 
Meeting, Roger Williams, Harvard College, Printing Press, N. E. 
Confederation, Quakers, Andros. 

Maine and New Hampshire. 

Connecticut—Thomas Hooker, The Charter Oak. 

Rhode Island—Roger Williams. 

New York—Dutch Fur Traders, Patroons, Stuyvesant, English. 

Dates: 1613, 1620. 
SUGGESTIVE QUESTIONS. 

Have the Dutch influenced our national progress? Compare the 
southern colonies with New England colonies as to religious, 
social, and intellectual condition. What important principles 
were asserted by Roger William? See Appendix. 


FourtH MontH—PacE 85 vo 117. 
THE PERIOD OF COLONIZATION. 

Delaware—Swedes. 

New Jersey—Dutch Fur Traders. 

Pennsylvania—Quakers, William Penn. Penn’s Great Law. 

CoLoNIAL LIFE. 
DATES: 1683. 
SUGGESTIVH QUESTIONS. 

Describe the forms of colonial government. Which colonies were 
founded for religious causes? For commercial? Compare the 
colonies as to their treatment of the Indians. Where was the 
most political freedom? Religious? What colonies stood for 
liberty of conscience? What colonies had slavery? Why? 
What effect had slavery upon the social and industrial life? 
Trace the progress of self government in the colonies. In which 
colony would you have preferred to live? Why? See Appendix. 


uy 
28 OUTLINE OF CoURS£ OF STUDY 
PP BREAD SP PAU A le na NP RUA St APSA ey Rs EAB TL SERCO fa I BPE DR) AR a Sd 8 eS a Ee SE ea a eS 


FIFTH Montu—Paqeel17 To 136. 
THE STRUGGLE FoR NoRTH AMERICA. 
Battle of Lake Champlain, Marquétte, Joliet, LaSalle, King Wil- 
liam’s, Queen Anne’s and King George’s Wars. French and In- - 
dian War. ; 
Ohio Company, Washington, Braddock, Pitt, Quebec, Wolfe and 
Montcalm. Result. mh 
DaTEs: 1763. 
SUGGESTIVE QUESTIONS. , 
What part was played by the Indians in this war? Political, 
geographical, social, industrial, and religious results of the war. 
How did the war help bring on the revolution? See Appendix. 


\ 


SEVENTH GRADE—A CLASS. 


First MoNTH—PAGE 136 To 162. 
THE CAUSES OF THE REVOLUTION. 

Fundamental Cause. 

Navigation Acts. 

Restrictions of commerce and manufacturing. 

Stamp Act. 

Boston Massacre. 

Boston Tea Party. 

FIRST CONTINENTAL CONGRESS. 

LEXINGTON, CONCORD, BUNKER HILL. 
SECOND CONTINENTAL CONGRESS. 

Dates: 1770, April 19, 1775. 

SUGGESTIVE QUESTIONS. 

According to the Declaration of Independence, who caused the war? 
Did the colonists think of one nation or thirteen? Which of the 
signers of the Declaration of Independence became prominent in 
later history? What principles of government stated in the 
Declaration of Independence had England violated? Other ex- 
cellent questions may be found in the appendix of the text. 


Sreconp MontH—PAGE 162 To 198. 


THE STRUGGLE FOR THE RIGHTS OF MAN. 
Declaration of Independence. 
Long Island and Washington’s Retreat across New Jersey. 
Trenton. 
Burgoyne’s Invasion. Valley Forge. 
Franklin, French Alliance, Evacuation of Philadelphia. 
Paul Jones, George Rogers Clark. 
Arnold’s Treason. 


SPRINGFIELD PUBLIC SCHOOLS. 29 


Greene’s Campaign in the Carolinas. 

Surrender of Cornwallis. 

Result of the War. 

Dates: July 4, 1776, 1777, Oct. 19, 1781, 1788. 
SUGGESTIVE QUESTIONS. 

Why did Burgoyne’s Invasion fail? Why was the Battle of Sara- 
toga decisive? Was French aid really valuable? Why did they 
aid us? Why did the South not resist more strongly? Compare 
Greene and Gates as to generalship. See Appendix. 


THIRD MoNTH—PAGE 198 To 235. 

THE STRUGGLE FOR A PERMANENT UNION. ; 

Defects in the Articles of Confederation. 

The Constitutional convention. 

The Constitution. Amendments. 
THE RULE OF THE FEDERAL PARTY.. 

Washington’s election and inauguration. 

Hamilton’s measures. Our foreign policy. 

Jay’s Treaty. 

John Adams. X. Y. Z. Affair. Alien and Sedition Laws. 
Dates: 1787, April 30, 1789. 
SUGGESTIVE QUESTIONS. 

How was the country governed during the war? From 1781 to 

1789? i 
Why is this called ‘“‘The Critical Period?” See appendix. 


FourtTH MontH—PAGE 235 To 268. 
THE RULE OF THE REPUBLICAN PARTY. 

Thomas Jefferson—The purchase of Louisiana, Fulton’s steam- 

boat, the struggle for commercial freedom. 
THE SECOND WAR FOR INDEPENDENCE. 

Causes. 

Detroit. Lundy’s Lane. Naval Victories. 

Perry’s Victory. 

Washington and Baltimore. 

New Orleans. 

Result. 

Missouri Compromise. Monroe Doctrine. Florida. 

Dates: 1803, 1812, 1818, 1820. 
SUGGESTIVE QUESTIONS. 

Why go to war with England instead of with France? Who opposed 
the war? Why? Do you sympathize with the Federalists or the 
Republicans? What were the reasons for American success? 
Why was the war fought largely in Canada and on the Lakes? 
See Appendix. 


30 OUTLINE OF COURSE OF STUDY 


FirtH MontH—PAGE 268 To 295. 
A New Era. 

Monroe, J. Q. Adams, Jackson, Van Buren, Harrison, Tyler. 

Era of Good Feeling, Spoils System, Wildcat Banks, Mormons. 

Industrial Development. ay 

Whig and Democratic Parties. ( 

SUGGESTIVE QUESTIONS. 

Why is Monroe’s administration called “The Era of Good Feeling?” 
What led to the purchase of Florida? What is meant by Jack- 
sonian democracy? Is nullification better or worse than seces- 
sion? See Appendix. 


EIGHTH GRADE—A CLASS. 


First MontH—PAGE 295 To 387. 
THE GROWTH OF SECTIONAL FEELING. 

Webster, Clay, Calhoun. The tariff. 

Cause. 

War with Mexico. 

Taylor’s campaign. 
Fremont’s campaign. 
Scott’s campaign. 

Result. 

California—The discovery of gold. 

Compromise of 1850. 

Kansas-Nebraska Bill. 

Dred Scott Decision. John Brown. 

Election of Lincoln. Secession. 

DatEs: 1846, 1850, 1854. 
SUGGESTIVE QUESTIONS. 

Why did the South oppose the tariff? Why was Clay called the 
“Great Compromiser?” What was Jackson’s attitude toward 
nullification? What was the effect of the discovery of gold in 
California? What led to the formation of the republican party? 
How many and which states seceded? Other excellent questions 
may be found in the appendix of the text. 


SECOND MontTH—PAGE 3387 To 386. 

THE WAR FOR THE UNION. 
Ft. Sumter, Bull Run, Merrimac and Monitor. ini 
Ft. Henry, Ft. Donelson, Pittsburg Landing. ¢ Ne 
Peninsular Campaign. Jackson’s Raid. Seven Days Battle. 
Invasion of the North. Emancipation Proclamation. 
Vicksburg, Gettysburg. 
Grant’s Campaign Against Richmond. 


SPRINGFIELD PUBLIC SCHOOLS. 31 


Sherman’s March to the Sea. 

Assassination of Lincoln. 
DaTES: 1861, 1863, 1865. 
SUGGESTIVE QUESTIONS. 

Compare the North and the South as to wealth and population. 
What advantages had the South? Why was the war fought 
mainly on southern soil? Did the North have any foreign 
friend? The South? Can you justify Sherman’s destruction of 
property? Why was Gettysburg a decisive battle? Would Lin- 
coln’s fame have been greater had he lived longer? See Appendix 


Tuirp MontH—PAGE 386 TO 415. 


RECONSTRUCTION OF THE SECEDED STATES. ! 
Lincoln’s and Johnson’s ideas of reconstruction. 
The thirteenth and fourteenth amendments. 
Impeachment of Johnson.. 
Grant elected. The fifteenth amendment. 
NEW POLITICAL PROBLEMS. 
Purchase of Alaska. 
Hayes-Tilden Campaign. 
Garfield—assassination. 
Civil Service Reform. Inter-State Commerce Bill. 
Cleveland, Blaine, Harrison. 
McKinley Bill. 
DATES: 1876. 
SUGGESTIVE QUESTIONS. 
Compare Lincoln’s and Johnson’s reconstruction policies. Would 
Lincoln probably have been more successful than Johnson? What 
was done with Jefferson Davis? See Appendix. 


FourtH MontH—PaAGE 415 To 446. 


A New INDUSTRIAL ERA. 
Party Issues—Tariff, Finance. 
The New Northwest. 
Homestead Law. New States. Irrigation. 
The New South. Educational progress. 
SUGGESTIVE. QUESTIONS. 
What were some of the effects of the Pacific railway? Of the 
Homestead Law? Why has Manufacturing increased so rapidly 
in the South? 


32 OUTLINE OF COURSE OF STUDY 


FirtH MontH—PaGeE 446 To THE END oF Book. 

THE BEGINNINGS OF EXPANSION. 
The War with Spain—The Maine, Manila, Dewey, Santiago. 
McKinley-Roosevelt. Wilson. Panama Canal. 

DaTEs: 1898. 

SUGGESTIVE QUESTIONS. : ‘ 
How will the Panama Canal benefit the U. S.? What Colonial pos- ( 

sessions have we? What is the policy of the U. S. toward her 

colonial possessions? 


ARITHMETIC. 


GENERAL, 
References: 
Brown and Coffman—How to Teach Arithmetic. 
McMurry—Special Method in Arithmetic. 
John C. Stone—Pamphlet on the Modernization of soe ie pub- 
lished by B. H. Sanborn & Co., Chicago, Ill. 
Connersville, Ind.—Course of Study in Mathematics. 
Smith—Teaching of Elementary Mathematics. 


GRADES |! AND II. 
References: 


Stone-Millis Primary Arithmetic. 

Hoyt and Peet—First Year in Number. 
Umbholtz—A Primer of Arithmetic. 
Harris-Waldo—First Journeys in Number Land. 
Hall—The Arithmetic Primer. 

Braden—Number Reader. 


FIRST GRADE. 

There need be no time allotment on the program. Much incidental 
number may be taught in games, passing out material, in seat work 
and in other phases of the work. 

A minimum time allotment of ten minutes a day, makes the work 
more definite. 

Read, write, count to 100. Teach the use of the ruler. Measure 
pupils, objects in the room, etc. Teach to find pages by number. From 
the large weather calendar, teach the number of cloudy and sunny ‘ 
days or half days. Use toy money for making simple change prob- ra 
lems. Using 1 inch squares, lay squares and oblongs of various dimen- ‘ . 
sions as, a 2 inch square, a 3 inch square, an oblong 3” by 4”, etc. 
The object of this work should be (1) to make the teacher familiar 
with the knowledge of number which each child possesses; (2) to 


® 


SPRINGFIELD PuBLIC SCHOOLS. 33 


arouse the child’s interest in the subject of number; (3) to prepare 
the way for the formal study of number. 
The use of number games where a score is kept is valuable. 


SECOND GRADE—B CLASS. 


Reading and writing numbers to 500. 
Number facts through 12. 


1 
Teach — — — of whole numbers. 
oon 4 


Teach signs +, —, word ‘‘times.”’ 

Count by 2’s and 3’s to 24; by 5’s to 25; 10’s to 100 beginning with 
any number as 1, 11, 21, 31, or 2, 12, 22, ete. 

Teach the addition and _ subtraction 


tables to 12 as, 11 


rl 


Pees 
Led 1 
— —to— then 
BR 12 
aud 10 10 
yy 2 10 
— —to— Follow this up to — 
4 5 12. 20 
Teach inch, foot, yard, money problems, dozen, days in a week. 
3 2 5 5 
2 3 —38 —2 
In teaching one fact, as, —, have the pupil see — —- —_ 
ie 5 5 2 3 
5 


co | wom 


—3 
Teach pupils to prove all work as aD 5. 
2 


SECOND GRADE—A CLASS. 


Reading and writing numbers to 1000. 
Number facts, through 24. 


1 
Teach — — — of whole numbers. 


Teach signs +, —, X, +. 

Count by 2’s, 3’s, 4’s to 24. . 

As a child learns 2-+-3—5, he must also learn 12+3—15, 22+3—25, 
etc. In teaching 7-+5—12, also teach 5+7—12, 12—5=—7, 12—7=—5. 

Review 2 B denominate numbers; teach pt. qt., money problems, days 
in a week, months in a year, how to tell time, using Romans to XII. 
Teach addition columns of one figure as 3 


2 
1 
4 


34 OUTLINE OF COURSE OF STUDY 


aoe tables a 2’s and 3’s to 24. Teach pupils to prove all work as, 
15 
— 8 
a Dis or — or — 
7 


ons Wentworth-Smith New Elementary Arithmetic to Page 49 


THIRD GRADE—B CLASS. 


Text—Wentworth- Smith New Elementary Arithmetic. 
First MontH—Page 49 To 59. 

Reading and writing numbers. 

Roman numerals, sec. 1 and 2, page 51. 

Addition. 


SEcoND MontH—PaGeE 59 To 66. 
Subtraction. 
Roman numerals, sec. 3, 4, 5 and 6, page 52. 


THIRD MoNTH—PAGE 66 To 76. 
Measuring. 
Roman numerals, sec. 7, 8, 9 and 10, page 52. 


FourtH MonTH—PAGE 76 To 84. 
Multiplication and division. 
Review exercises. 


Firth MontH—PaceEe 84 To 93. 
Review exercises. 


THIRD GRADE—A CLASS. 


First MontTH—PAGE 93 To 100. 
Reading and writing numbers. 
Roman numerals. 
Addition. 


Sreconp MontH—Pace 100 to 110. : 


Subtraction. 
Multiplication. 
Division. 
Tuirp MonTH—PAGE 110 To 123. 
Multiplication. 
Division. 
FouRrTH MontH—Pacr 123 To 133. 


Fractions. 
Measures. 


SPRINGFIELD PUBLIC SCHOOLS. 35 


FirtH MontH—PacGe 1383 To 141. 
Review exercises. 


FOURTH GRADE—B CLASS. 


First MontH—PaceE 141 To 154. 
Notation and numeration. 
Addition, subtraction and multiplication. 


SECOND MontTH—PAGE 154 To 161. 
Long division. 


THIRD MontH—PacE 161 TO 170. 
Common fractions. 


FourtH MontTH—PAaAGE 170 To 176. 
Measures. 


FirtH Montu—Pace 176 to 181. 
Review exercises. 


FOURTH GRADE—A CLASS. 


First MontH—PaGE 181 To 190. 
Notation and numeration. 
Addition and subtraction of denominate numbers. 


Seconp MontH—Pace 190 To 204. 
Multiplication and division. 
Measures. 


Tuirp MontuH—Pace 204 To 218. 
Reduction of fractions. 
Addition and subtraction of fractions. 


FourtH MontH—PacGeE 213 To 225. 
Multiplication of fractions. 
Addition and subtraction of decimal fractions. 
If the teacher thinks best, miscellaneous problems in the funda- 
mentals may be substituted for decimal fractions. 


FirtH MontTH—PaAGE 225 To 240. 
Multiplication and division of decimal fractions. 
Review exercises. 
As in the preceding month, the teacher may substitute miscel- 
laneous problems in the fundamentals for decimal fractions. 


FIFTH GRADE—B CLASS. 
The aim of the work of this semester is to give a thorough re- 
view of the fundamental operations. Accuracy and rapidity should 


36 OUTLINE OF COURSE OF STUDY 


be so constantly kept in mind that when the child begins the subject 
of fractions in the next semester, he will not. be hampered by an 
imperfect knowledge of the addition and multiplication tables. Addi- 
tional exercises may be found on pages 462 and 463. The Wentworth- 
Smith Oral Arithmetic, chapter I, should be used to supplement the 
text—Wentworth-Smith Complete Arithmetic. 


First MontH—PaceE 1 To 23. 

Writing and reading numbers. Addition of integers. Give 
special attention to “Checking” and “Grouping” as on pages 14 and 
15. Children should be thoroughly drilled in such work as is indi- 
cated on these two pages. If this is well done they will have little 
trouble in adding numbers of two or more figures. 


SeconD MontH—PacGe 23 To 35. 
Subtraction of integers. Continue to work for accuracy and 
rapidity. Some attention should be given to making and balancing 
cash accounts. This work to be of value must be done neatly and 


accurately; otherwise, it should not be done. Continue to give special. 


attention to ‘‘Checking.’’ Define minuend, subtrahend, and difference. 
Omit article 33, page 26. 


THIRD MoONTH—PAGE 35 To 47. 

Multiplication of integers. Define multiplier, multiplicand and 
product. Thoroughly review the multiplication tables. So much de- 
pends upon the multiplication and addition tables that unless they 
are thoroughly learned the child will be unable to do successfully the 
work of the next grade. 


FourtH MontH—PAGE 47 To 64. 

Division of integers. Give special attention to “Checking.” De- 
fine dividend, divisor and quotient. Teach the children to divide by 
10 and its powers but omit article 59, page 51. It is important that 
the child should be able to distinguish between partition and division. 


FirtH MoNTH—PAGE 64 To 73. 
Review problems and questions. Give little time, if any, to article 
66, page 70. Before beginning the work of this month the teacher 
should read carefully pages 191 and 192, giving particular attention 
to article 197. 


' FIFTH GRADE—A CLASS, 

The work of this semester consists of a more complete develop- 
ment of common fractions than has already been given. The teacher 
should not make the mistake of using too many large fractions. The 
child should first be led to understand the process clearly by the use 
of small fractions which he should continue to use until the subject is 


SPRINGFIELD PUBLIC SCHOOLS. ot 


thoroughly understood. Additional drill exercises may be found on 
page 465. The Wentworth-Smith Oral Arithmetic, pages 55 to 94 
should be used. 


First MontH—PacGE 73 To 85. 

Define factor, prime factor, G. C. M., L. C. M. Find G. C. M. by 
method shown on page 78. Find L. C. M. by method shown on page 
80. Before finding G. C. M. and L. C. M., the child should be led to 
feel the need of them by the use of simple fractions. He can readily 
see that fractions to be added must be similar fractions—that they 
must have the same denominator. Cancellation. 


SEconpD MontH—PaGeE 85 To 96. 
Define fraction, common fraction, proper fraction, and improper 
fraction. Reduction of fractions. Addition of fractions. 


THIRD MonTH—PacGE 96 To 109. 

If multiplication of fractions is taught as presented in all arith- 
metics, the child becomes confused by the multiplicity of methods 
and fails to remember any of them clearly. For this reason it is 
thought best to recommend the following rule which should be used 
in all cases except in finding the product of such whole and mixed 
numbers as 324 multiplied by 4614: “Reduce all whole and mixed 
numbers to improper fractions, find the product of their numerators 
for the required numerator, and the product of their denominators for 
the required denominator.” Multiplication of fractions. 


FourtH MonrH—Pace 109 to 117. 

Division of fractions. The following rule should be used in divi- 
sion of fractions except where the fractions are very simple: Reduce 
all whole and mixed numbers to improper fractions, invert the divisor 
and multiply as in multiplication of fractions. 


FirrH MontH—PacGeE 117 To 127. 
Review problems and questions. The teacher should read care- 
fully pages 191 and 192, giving particular attention to article 197. 


SIXTH GRADE—B CLASS. 

Decimals and denominate numbers are the subjects taught during 
this semester. The child has already had some experience with deci- 
mals in handling numbers written as dollars and cents. Do not deal 
with very large decimals until the processes are well understood. The 
tables of denominate numbers are here given once more. Those that 
are used a great deal in every day life should be thoroughly learned, 
but Troy, Apothecaries’ and Surveyors’ measures should receive very 
little attention. The Wentworth-Smith Oral Arithmetic, pages 94 to 
109 should be used. 


38 OUTLINE OF COURSE OF STUDY 


First MoNTH—PaGE 127 To 1386. 
Reading and writing decimals. 
Reducing common fractions to decimals. 
Reducing decimals to common fractions. 


SECOND MoNTH—PAGE 136 To 145. 
Addition, subtraction and multiplication of decimals. 


THIRD MoNTH—PAGE 145 To 153. 
Division of decimals. 
Review problems and questions. 
In division of decimals the method of pointing off explained on 
page 146 should be strictly adhered to, as the child is less likely to 
make errors in pointing when using this method. 


FourtH MoNTH—PaAGE 165 To 182. 

Reduction of denominate numbers. The study of Troy weight, 
Apothecaries’ weight, and Surveyors’ measure is optional. Chapter IX 
is omitted because it is believed that the teaching of short methods 
at this time is confusing to the child and interferes with clear think- 
ing. Later on these methods can be quickly learned when needed. 


FIFTH MONTH—PAGE 182 To 191. 
Addition, subtraction, multiplication and division of denominate 
numbers. 
Review problems and questions. 


SIXTH GRADE—A CLASS. 


First MoNnTH—PAGE 191 To 207. 

The teacher has already been referred to pages 191 and 192. No 
pupil is apt to do good work in arithmetic who does not express him- 
self as indicated in article 196. The habit of estimating answers is 
of the utmost importance. 

The Wentworth-Smith Oral Arithmetic, pages 109 to 138 should be 
used. i 


SECOND MoNTH—PAGE 207 To 215. 
Longitude and Time and Standard Time. Problems without 
numbers. 
Make these subjects as real as possible. This may be done by 
comparing the time when events mentioned in the newspapers took 
place, in different parts of the world, with our time. Since a thorough 


treatment of Longitude and Time is deferred until the fifth month of 


the seventh grade, A Class, only enough of the subject should be given 
at this time to prepare for a full treatment of Standard Time. 
See pages 135, 136, 137 of the oral arithmetic. 


(( 


re 


SPRINGFIELD PUBLIC SCHOOLS. ' 39 


THIRD MONTH—PAGE 215 To 226. 
Define triangle, parallelogram, rectangle, square, perimeter. 
Measurements of triangle, parallelogram, rectangle, square. 
Public lands. 
Omit articles 230 and 281. 


FouRTH MONTH—PAGE 226 To 242. 
Carpeting, plastering, paving, rectangular solids and wood measure. 
Papering, flooring, lathing, and shingling are optional. 
Omit all problems in “matching,” in carpeting and papering. 


st 


FIrtH MoNTH—PAGE 242 To 250. 
Board measure. Capacity of bins. Problems without numbers. 
Review. 
Omit pages 245, 246, 247. 


SEVENTH GRADE—B CLASS. 
The Wentworth-Smith Oral Arithmetic, pages 138 to 163 should be 
used. 


First MoNTH—PAGE 251 To 259, 
Drill in changing fractions to per cent and per cent to fractions. 
Teach the subject of percentage as a case in fractions. 
Case I. To find some per cent of a number. From problems like, 
‘What is 3/8 of 400?” pass to probiems like, ‘“What is 3/100 of 400?” 
or, ‘What is 3% of 400?” 


SECOND MoNTH—PAGE 259 To 267. 

Case II. To find a number when a certain per cent of it is given. 
From problems like, “12 is 3/5 of what number?” pass to problems like 
“12 is 3/100 of what number?” or, “12 is 3% of what number?” 

Case III. To find what per cent one number is of another. From 
problems like “80 is how many tenths of 400?” pass to problems like 
“80 is how many hundredths of 400?” or, 80 is how many per cent of 
400?” 

Discount. 


THIRD MONTH—PAGE 268 To 278. 

Gain and loss. 

Commission and brokerage. 

Insurance. . 

Define the terms used. In teaching fire insurance show a policy 
and explain the difference in rates for insuring different buildings, the 
need of insurance, and the amount of insurance. 

In teaching life insurance, show a policy and explain fraternal and 
old line companies and two kinds of policies—ordinary life and en- 
dowment. 


40 OUTLINE OF COURSE OF STUDY 


FourtH MoNnTH—PaGE 278 To 287. 

Taxes. Review problems. Make clear the distinction between 
direct and indirect taxes. This subject should be made as real as 
possible. 

Tax receipts should be shown and the duties of the assessor, col- 
lector county clerk and treasurer explained. 

Omit making out tax tables as on page 280. 


FIFTH MONTH—PAGE 287 To 300. 
Simple interest. Teach but one method. The Aliquot Part Method 
is suggested. 
Difference between dates. Use method shown on page 291. Little 
attention should be given to articles 297 to 301 inclusive. 
Compound interest. 


SEVENTH GRADE—A CLASS. 


First MoNntTH—PaAGE 300 To 311. 

The Wentworth-Smith Oral Arithmetic, pages 163 to 176 should be 
used during this semester. 

Promissory notes. Partial payments. Review problems and prob- 
lems without numbers. Not more than one week should be given to 
partial payments, and if the class is “slow” the subject should be 
omitted entirely. Use the United States rule, only. 


SECOND MonTH—PAGE 311 To 327. 
Ratio and proportion. Page 320 is optional. 


TuHirD MonNTH—PAGE 327 To 338. 
Square root of whole numbers, decimal and common fractions. 
Omit article 343. 


FourTH MONTH—PAGE 338 To 347. 
Cube root, using the factor method only, except with bright classes. 
Omit all except pages 338 and 346. 
Supply review problems in square and cube root. 


FirtH MoNTH—PAGE 347 To 359. 
Metric system—two or three lessons only. 
Review tables of denominate numbers, chapter X. 
Review longitude and time, standard time, and percentage. 


EIGHTH GRADE—B CLASS. 
The Wentworth-Smith Oral Arithmetic, pages 176 to 185 should be 
used. 


First MoNTH—PAGE 359 To 369. ® 
Stocks and bonds. Study the organization of some stock company 


- 
Ty age | 


( 


SPRINGFIELD PUBLIC SCHOOLS. 41 


with which the children are familiar in order to get an adequate idea 
of the terms; capital, stock-certificate, assessment, dividend, common 
stock, preferred stock, bond, par value, market value, premium, dis- 
count. Explain quotations as given in the daily newspapers. 


SECOND MONTH—PAGE 369 To 385. 


Savings banks. Commercial banks. Borrowing from banks. Bank 
discount. Omit pages 378 to 383 inclusive. Write and discuss checks 
and promissory notes. Study the most important short methods in 
chapter IX, page 153. 


yt 


TuirD MoNTH—PAGE 385 To 395. 


Exchange—only two or three lessons on foreign exchange. 
Review chapter XII. 


FourTtH MoNnTH—PaGE 395 To 403. 


Volume of prism. Pyramid. Measurements of the circle, pages 
223, 224. Cylinder, page 245. Cone. Sphere. 
Review problems and problems without numbers. 


FirtH MonTtTH—PaceE 403 To 415. 
Select such of the vocational problems as are suitable and review. 


EIGHTH GRADE—A CLASS. 


The work of this semester consists entirely of review problems. 

Before requiring the child to solve these, the teacher should have 
him turn to the page on which the subject was first developed and 
briefly review the essentials. 

The Wentworth-Smith Oral Arithmetic, pages 194 to 216 should be 
used. 


First MoNTH—PAGE 415 To 422. 
SECOND MoNTH—PaAGp 422 To 430. 
THIRD MONTH—PAGE 431 To 436. 


FourTH MONTH. 


Review public lands, page 221. 
Board measure, page 244. 
Capacity of bins, page 242. 


FirtH MONTH. 


Review capacity of cisterns. 
Miscellaneous problems. 


42 OUTLINE OF COURSE OF STUDY 


GEOGRAPHY. 


THIRD GRADE—B CLASS. 
References: 


Tarr and McMurry—Home Geography. 
Dodge—HElementary Geography. 
Andrews—Seven Little Sisters. 
Fairbanks—Home Geography. 
Kirby—Aunt Martha’s Corner Cupboard. 
Gaye—The Great Round World. 

I. Homes. 


What is a home? Homes of birds, animals, man. Kinds of 


homes—Seven Little Sisters. Homes of Tree dwellers, Cave 
Men, Indians, Lolami. 


Il. Productive Industries. 
1. Agriculture. 


(a). Home Gardens—when made; how made; care of gar- 
den; harvesting—when and how; list things raised; 
distribution—consumed at home, exchanged with 
neighbors, sold in market. 


(b). Truck raising or market gardening—location, why? 
(taxes); size, compare with home garden; method 
of cultivation; products; distribution; visit garden 
if possible. 


(c). Farming—location—why? Size compare with truck 
garden; crops raised, listed and discussed, time and 
method of planting; harvesting and disposing of 
crops. Stock-raising—what meats. Orcharding and 
lumbering. 


2. Manufacturing. 


Study some home manufacturing. Manufacture things 
where raw materials are found. Why? Material is 
transformed into something more useful or beautiful. 
Visit any plant. There may be physical or geographical 


reasons for location of factory. How are raw materials’ 


brought to factory and distributed from it? Use pictures, 

3. Mining. 
What is a mine? Make list of things mined. Type study 
of coal. Where mined; how mined; distribution; have 


pictures; why factories are near coal. Location of cities 
connected with coal. Use pictures, 


a 


SPRINGFIELD PUBLIC SCHOOLS. 43 


lil. Commercial Occupations. 
1. Transportation. 


(a). Roads; to connect farms and villages. 

(b). Railroads. Things raised or made at home are sent 
away to people who live in distant places in ex- 
change, people send to us by the same means; 
means: freight, express, trolley. Why are rail- 
roads built near location of raw materials and 
cities? 

(c). Aids; mail, telegraph, teléphone. 

(d). Rivers and eanals, tell stories of ancient modes of 
travel and of pioneer life.. 

2. Trade; develop the idea through swapping of children’s 
valuables by children. 

(a). Stores as markets for exchange and trade. How did 
people use to trade? Railroads as a means of dis- 
posing of surplus. Visit stores in neighborhood. 
List goods; where do they come from? Interdepend- 
ence between grocer and community. Importance of 
cleanliness and honesty. Stories of coffee, tea, 
sugar, fruits. 

Dry goods stores; list products as silk, cotton, wool, 
etc. Other stores—hardware, furniture, meat 
market, drug store, book store, shoe store. 

IV. City—Springfield a Type. 

1. Review homes; different races. Groups of homes; reasons 
for grouping are: better protection, and economy. 
Geographic conditions make cities, as rich soil, mines, ete. 
Small groups make country village. Large groups make 
city. 

2. Size of Springfield; idea in terms of blocks—48x60 blocks or 
4x5 miles. Have a map of city, compare with district. 
How show number of people? Crowded cars, many build- 
ings. Growth; talk of early city limits; tell stories. (Lin- 
coln Library, State Historical Library.) 


3. Needs of People. 

(a). How do animals get about? Paths of Indians, etc. 

(b). Streets, roads, walks, for traffic, people, piping, 
sewers, water, etc.; arrangement of streets. Why? 

(c). How would you go to the Library, Post Office, City 
Hall, State House, Court House, Lincoln Monument, 
Parks, Governor’s Mansion, Lincoln Home? Locate 
each on city map. 


44 OUTLINE OF COURSE OF STUDY 


(d). Care of streets. Paving; kinds of paving. Cleaning; 
by whom? How can we help? 


4. Manufacturers. Kinds of factories; list them. Study the 
way things are made. Sources of raw material. 
5. Commerce. Y 
(a). Railroads: OG (Acs BB, & (Our LoCo Py est. ae ( 
Cc. H. & D.; Wabash; Interurban. Give route of 
roads coming into the city. 
(b). Exports; soft coal, corn, cattle, hogs, watches, etc. 
(c). Imports; food; talk of breakfast; where does every- 
thing come from? Clothing. Where do we get silk, 
linen, etc.? Building materials; wood, stone, etc. 
Where from? 
V. Map Interpretation. — 
Teach points of compass. What are maps? Uses of maps; 
show wall maps; boundaries; teach to draw to a scale. 


Pupils make maps of desk, room, and school grounds, to a 
scale. 


THIRD GRADE—A CLASS. 
Geography. 
References: 
Frye—Complete Geography—tlUllincis Supplement. 
McMurry—Type Studies in U. S. Geography. 
MecMurry—Special Method in Geography. 
Frye—Brooks and Brook Basins. 
Tarr & McMurry—Geography. 
Dodge—Geography. 
Shaler—Story of Our Continent. 
Il. Sangamon County. 
1. What makes a county? Teach surrounding counties. 
2. Mould surface; slopes toward northwest. 
3. Drainage; Sangamon River. 
4. Occupations. 
(a). Farming; products are corn, cattle, hogs, oats, hay, 
apples. 
(b). Mining; soft coal. 
(c). Manufacturing; watches, shoes, etc. 


5. Cities or towns in county; direction and distance from Spring- 
field of Auburn, Chatham, Riverton, Pawnee, Illiopolis, C 
Buffalo, Mechanicsburg, Rochester. . 

6. Transportation; railroad and trolley. Review railroads of 
city. 

7. Locate; County Seat. Jail, Poor Farm. 


SPRINGFIELD PUBLIC SCHOOLS. 45 


Il. Surface in General—Visit a park, if possible. 


1. Take section of a park and mould it to show rolling land in 
parks. 


2. Teach hills, valleys, slopes—gradual and abrupt; prairies, and 
other regions, as mountain regions. Use sand tables and 
pictures. 


3. Water on surface of land. Running water after rain, and 
snow melting; gutters; get ideas of slopes; small streams, 
where two slopes meet; water on the earth and in the air; 
uses of water; drinking, helping to carry soil, wearing down 
slopes; large streams; detritus in water makes a delta. 
Work of a river; working and lazy rivers; change slope of 
land; ponds and lakes. 


4. Soil. What is soil? From weathering rocks and decayed 
matter; kinds of soil, clay, loam, sand. How did we get 
rich soil here? This was once a drowned valley. Tell story 
of glaciers. 


5. Atmosphere. Necessity of; how do we know that there is 
air? Wind; its uses. What does wind do for us? The 
weather; temperature, moisture. 


i1.—Illinois. ‘ 


1. Position. In North America; in United States. Relative posi- 
tion, east of middle of United States; use globe. 


2. Form. General shape is oblong; boundaries. On outline map 
indicate boundaries. Size 210 mi, by 378 mi. 


3. Surface. Teacher should make relief map on board using 
colored crayons. Prairie—type study. Locate slopes; 
valleys. Soil; kinds; formation, ice age; limestone; 
drowned valley. 


4. Drainage. River systems: [llinois, formed by the Des- 
Plaines and Kankakee; Sangamon and Fox as tributaries; 
Kaskaskia. Talk about Ohio and Mississippi Rivers. Type 
study of the Illinois River, Lake Michigan, Peoria Lake. 


5. Climate. Depends on two things—heat and moisture. Health- 
fulness of our temperate climate. 


6. Population. Density compared with other states. See popula- 
tion map; large geography. Locate largest cities and 
towns as Chicago, Springfield, Peoria, Decatur, Blooming- 
ton, Jacksonville, Joliet, Quincy and Elgin. See causes for 
location and growth of cities. Take imaginary trips to 
cities; describe as you go along. Show pictures and post 


46 OUTLINE OF COURSE OF STUDY 





cards. Give at least one thing which characterizes each 
city. 
7. Occupations. 


(a). Agriculture: farming; oats, corn, wheat, stock-rais- 
ing; cattle, hogs, sheep, horses; orcharding; apples, 
peaches. 


(b). Mining: soft coal, lead, zinc, limestone, clay. 
(c). Manufacturing: list only important things. 
(d). Lumbering: oak, walnut. 


(e). Commerce: exports and imports—list only important 
things. Use outline map and show products. 


8. Transportation. 


(a). Lands; railroad, trolley. 

(b). Water; Lake Michigan, Ohio River, Mississippi River, 
Illinois ‘River, Drainage Canal. 

(c). Aids to carry on business; Post Office, telegraph, tele- 
phone. On outline map of Illinois locate cities and 
railroads. 


9. Government. 
Located at Springfield, the capital. 
IV. World as a Whole. 


What the world is: Great globe or ball made of rock, water and 
air. “Seven Little Sisters” live in different parts of world. 
Take imaginary trip around the world, starting from home. 
Continents and oceans—position and relation to each other. 
Locate United States and Illinois; hemispheres; eastern, west- 
ern, northern, southern. Teach equator. HEarth rotates on its 
axis—day and night. Warmed and lighted by the sun. Some 
parts warmer than others. Talk about brown baby, Eskimo, 
ete. Talk of season; heat belts; plant and animal life of dif- 
ferent belts; races of different people. 


FOURTH GRADE—B CLASS. 
Text—Frye’s Elements of Geography. 


as 
Pages 1-19. In the early work in geography, if possible, take the 
children out of doors that they may see the brooks, the valleys, the 
islands, ete. Connect the great out of doors with the geography lesson. 


II. 
Use the globe freely in teaching the shape, the rotation, the axis and 
the various circles of the earth. The proportion of land and water can 


= 


SPRINGFIELD PUBLIC SCHOOLS. 47 


also be seen. In teaching the surface of the earth use the globe and the 
map to help the children get a clear concept of the world ridge and the 
slopes from this ridge. The month’s work includes pages 20-29. 


II. 

On pages 30-34, heat and its effects are considered. In talking of 
the change of seasons avoid all technicalities. Show that the surface 
of the earth is considered as lying in different heat belts. On pages 
54-55, study the surface of North America and on page 56, the countries 
and people. 


Vs " 
Follow the work of the preceding month with a study of the United 
States giving especial attention to the surface. In this study use the 
relief maps. This work includes pages 58-67. 


Ve 
On page 70, take up the subject of heat and rainfall. In this con- 
nection fix the belt of the trade winds and the belt of the westerlies. 
From pages 68-69, study the people of the United States. As time may 
allow, review. 


FOURTH GRADE—A CLASS. 


Ts ‘ 
From pages 80-85, study the surface, people and countries of South 
America. Dwell particularly upon the Andes Highland. In relation to 
this, study the Eastern Highland, the Llanos, the Selvas and the Pampas. 


II. 
In what heat belt is South America? What winds are prevalent? 
What can you teach about the rainfall? 
From pages 86-88, study the surface of Asia as indicated. 


III. 

Complete the study of the surface, people and countries of Asia 
through page 91. Study carefully the Central Highland and its slopes 
to the north, to the east and to the south. Note the plateaus in the 
southwest. On page 45 read “The Malay or Brown People.” 


IV and V. 

Read from pages 46-49, the ‘“‘Land of the Arabs,” and “Japan and its 
People,” pages 38-40. 

BHurope—pages 92-97. Study carefully the surface, people, and out- 
line of Europe. Note the many indentations of the coast line. Lead the 
children to see the value of such irregularity. Study the Swiss High- 
land with its slopes as shown by the rivers flowing, to the east, to the 
south and to the north. Note the five peninsulas of Europe. Make a 


48 OUTLINE OF COURSE OF STUDY 





short study of the British Isles. In what heat belts and wind belts is 
Europe? What about the rain fall? Make reading lessons from “A 
Lapland Home,” page 41, and “Children of the Highlands,” page 50. 


FIFTH GRADE—B CLASS. 


I. 

From pages 99-103, study the surface, the people and countries of 
Africa. The author considers Africa under four natural divisions— 
make a study of them. The Suez Canal is very important. Begin the 
study of some of the countries of Africa and their products (Pages 160- 
163). Do not try to study all the separate countries but rather con- 
sider the countries in one part as a natural division and make a study 
of that. What can you teach regarding the heat belts, the wind belts 
and the rain belts? Make a supplementary reading lesson of “The 
Congo Boy,” page 35. Note the plants and animals of the Congo Basin. 


II. 
The assignment for the first month is long. If in need of more time 
to complete Africa do so the first of this month. From pages 104-108, 
study Australia and the Islands of the Pacific. The supplement has some 
interesting material. 


ITI. 

Beginning on page 144, complete the study of Europe. Study the 
countries giving little attention to their boundaries but much attention 
to the part of Europe in which each is situated. Take important cities. 
Note carefully what Europe receives from us and what she sends us. 


IV. 

Finish your consideration of Europe by a study of the winds, the 
heat and rainfall. Lead pupils to see that the thickly inhabited parts 
of Europe are far north of the thickly settled parts of the United States 
—Try to lead them to see why this is so. 

From pages 155-160, study the countries of Asia with their rivers, 
products, people and cities. Review the physical features of Asia and 
compare the surface of Asia with that of Europe. Show that each is a 
continuation of the other. The eastern part of Asia is the most import- 
ant part of the continent to the United States. 


Vv. 

Complete study of Asia and study the rivers, countries and cities 
of South America. (Pages 152-155). As this grand division is con- 
stantly growing in importance to us we need to make an especial study 
-of it. The Panama Canal is one great factor in our relations with South 
America. From outside sources give the pupils a clear concept of what 
the Canal is, where it is and the reason for its importance. 


SPRINGFIELD PuBLIC SCHOOLS. 49 


FIFTH GRADE—A CLASS, 


I. 

From pages 115 to 122, make a detailed study of the various Sections 
of the United States. Note that the difference of surface, soil and clim- 
ate of one part of the country from another makes for different products, 
and occupations of the people. Study the States in their comparative 
relation to other States, the cities and the resources of the various sec- 
tions. 


II. i 


From pages 122 to 132 study the Southern States, both Eastern and 
Western Sections, and the Central States, Eastern Section. 


Il. 

Beginning with the Central States, Western Section, complete the 
study of the various Sections of the United States. It is well to make 
type studies of several products of our country. Cotton, corn and coal 
are recommended for study. Much material may be found on page 70 
and the pages following. 


LVi 
Complete the study of the United States, page 140, and the island 
possessions of the United States as given in the Supplement. 


V. 

Study Canada and the other British possessions, Mexico, Central 
America and the West Indies. Do not forget to apply your knowledge 
of the wind and rain belts and their influence on the several parts of 
North America, 


SIXTH GRADE—B CLASS. 


Text—Frye’s Grammar School Geography. 


I. 
Study the earth-forms of land and water, and of the continents and 
oceans pertaining to North America as given on pages 1-17. 


II. 

This month’s work will include pages 23-32 and 17-18. Take latitude 
and longitude, zones and change of seasons. Use the globe very freely. 
Continue by studying climate, the air and its work, winds and rainfall. 
Conclude with the study of the surface of North America from pages 
17 and 18. 


III. 
The month’s work will include pages 61 to 75. Consider the people 


50 OUTLINE OF COURSE OF STUDY 


and surface of North America. Then study the surface and climate of 
the United States. Be sure that the locations of the various mountains 
are firmly fixed as the basis of what has already been learned of winds 
and rainfall. 


IV. 

On page 88 begin the study of the United States by sections taking 
the New England States and the Middle Atlantic States. Do not try to 
learn the location of too many cities. Have a certain definite reason for 
the study of each city. 


V. 
Continue the study of the Sections of the United States through the 
Southern States, both Eastern and Western Sections. 


SEVENTH GRADE—B CLASS. 


I, 
Continue the study of the sections of the United States, pages 108- 
115, inclusive. Except in Illinois do not try to locate all the cities noted. 
Have some particular reason for giving each city selected. 


at: 

From pages 116-120, conclude the study of the sections of the United 
States. Study the climate, winds and rainfall of the United States. 
Make a special study of the subject of irrigation. Having completed the 
review of the United States study the products from pages 76 to 87. 
Make a special study of cotton, cattle and dairy products, and coal. 


ITT. 

Now study the detached parts of the United States. In Alaska note 
the surface, the irregular coastline, the climate and rainfall, and the 
vegetable products. What two minerals are abundant? Study the other 
detached parts of the United States as to their location and their im- 
portance to the United States. Use pages 129 to 135 to study the other 
countries of North America. 


IV. 

Take up the study of the surface features of South America (pages 
18-19), and continue by studying winds and rainfall of South America 
from pages 30-32. From pages 137-144 study the highlands, the low- 
lands, the rivers, plant and animal life, products, people, countries and 
cities of South America. Consider South America in its commercial 
relations to the United States. , 


Vv. 
Study the physical features of Africa, Australia and New Zealand 
as given on pages 22 and 23. From pages 176-189, take up the surface, 
products, people, countries, cities of these divisions. 


SPRINGFIELD PuBLIC SCHOOLS. 51 


EIGHTH GRADE—B CLASS. 


ae 


From pages 19 and 20, study the surface of Europe. Continue the 
surface study from pages 145-151. 


ide 


Study the wind and rain belts and the temperature of Europe from 
pages 30-31, and from page 152. What is the source of the greater part 
of the rainfall of Europe? The productions of Europe are given on page 
152. Europe in detail is treated on pages 153-159. As much as you are 
able, get the pupil to see the inter-relation of Europe and the United 


_ States. 


IIT. 


Review Europe for one week. Then study the general surface of 
Asia, from pages 20-1, and from pages i60-175. Study the particular 
natural parts of Asia. Review. 


EVis 


Continue the study of the natural divisions of Asia from pages 165- 
175. Pay especial attention to the heat and rain belts of Asia. Read 
sections 113 and 114. 


Vi 


Learn some definite facts regarding the history of Illinois. Make 
a study of the State as to its location, boundaries, surface, soil, winds 
and rainfall. What are the natural resources of the state? Learn of its 
live-stock and grain. Locate and study the important cities of Illinois. 


If time permits, make a general review of the United States. 


PHYSIOLOGY AND HYGIENE. 


In the first, second and third grades no text book is used. The 


exercises must be oral, and concerning matters of hygiene applicable 


to young children. It should include cleanliness, the care and pro- 

tection of the parts of the body; simple hygiene as related to food, 

exercise, posture, sleep and habits. It is not best to teach many tech- 
nical terms in the primary grades. 

Fourth Year’s Work—‘“‘Good Health,” of the Gulick Hygiene Series, to 
page 91, with four lessons a week, of fifteen minutes each, for ten 
weeks, 

Fifth Year’s Work—‘“Good Health,” of the Gulick Hygiene Series, from 

page 91 to end of the book, with four lessons a week, of fifteen min- 
utes each, for ten weeks. 


52 OUTLINE OF COURSE OF STUDY 





Sixth Year’s Work—Review “Good Health” studied in fourth and fifth 
grades, with four lessons a week for ten weeks. Supplement this 
work from “Emergencies,” of the Gulick Hygiene Series. 


Seventh Year’s Work—‘“The Body and Its Defenses,” of the Gulick Hy- 
giene Series, to page 144, with four lessons a week for ten weeks. 


Eighth Year’s Work—‘‘The Body and Its Defenses,” of the Gulick Hy- 
giene Series, from page 144 to the end of book, with four lessons a 
week for ten weeks. Review entire book. 


NATURE STUDY. 


The general object of Nature Study should be to give the pupil an 
intelligent interest in the everyday world about him, to call his attention 
to the various phases of plant and animal life, to the sky above and the 
rocks and soil beneath his feet, to lead him to see something of the 
interrelation and interdependence of all, and that there are broad gen- 
eral principles underlying the various changes that he sees about him. 
The whole of Nature Study ought to be a step in the process of showing 
man’s place in the realm of nature, appealing to all sides of the pupil, 
the aesthetic and poetic no less than the practical. 


FIRST GRADE. 


Fall. 
Io: Birds: 
(a) Identify bluejay, red head, flicker, English sparrow, pigeon 
and robin. 
II, Insects: 
(a) Identify grasshopper, caterpillar and cricket. 
(b) Watch the spinning of cocoons. 
(c) Make collection of cocoons and chrysalids. 
III. Trees and Plants: 
(a) Identify maple, elm and poplar trees from their leaves, oak 
from the seed. 
(b) Identify wild flowers, golden rod, dandelion. 
(c) Identify garden flowers: Aster, nasturtium, geranium and 
sunflower. 
IV. Activities of Garden: 
(a) Gathering of the vegetables; list them. 
V. Seed Dispersal: 
(a) Collection of seeds, as dandelions, acorns, milkweed, thistle. 
VI. Preparation for Winter: 
(a) Man, as clothing, food, shelter. 


II. 


III. 


IV. 


4 


II. 


III. 


IV. 


SPRINGFIELD PUBLIC SCHOOLS. 53 


(b) Animals: Squirrel, frog, etc. 

(c) Birds: Migration, food, shelter. 

(d) Trees. Falling of leaves, coloration, protection of baby 
buds. (Horse chestnut.) 


Winter. 
Birds: 
(a) What ones stay all winter—bluejay and English sparrow, 
quail and crow; 
(b) Where do they get their food? 
Animals: ; 
(a) Hibernation of black bear, frog. | 
(b) Study of animals in connection with Hiawatha, Eskimo and 
Ab (use pictures). 
(c) Note color as protection. 
(d) Study cat, dog; covering, food, use to man. (See “Child’s 
World.’’) 
Trees: 
(a) Winter condition. 
(b) Birch and evergreen. 
(c) Study fruit and seeds of evergreen. 
Snow Crystals: 
(a) Collect on black cloth or slate. 
Lessons in Hygiene: Care of body, teeth, nails, hair, etc. 
Lessons in Hygiene: 
Care of body, teeth, nails, hair, etc. 


Spring. 
Signs of awakening of Spring. 
Birds: 
(a) Watch for return of birds; keep record on board. 
(b) Collect old nests for study. 
(c) Identify robin and flicker; habits; why should we protect 
them, and how? 
Insects: 
(a) Time of appearance of ants, bees, flies, and butterflies. 
(b) Watch opening of cocoons and chrysalids. 
(c) Collect frog eggs; watch development, 
Trees and Plants: 
(a) Note order of leafing of trees. 
(b) Collect soft maple seeds and elm; study means of dissemi- 
nating. 
(c) Identify lilac, elm, poplar and maple leaves. 
(d) Germination of corn and bean in rooms; make _ booklet 
showing growth. 


54 OUTLINE OF COURSE OF STUDY 





(e) Opening of buds. 

(f) Collect and label twigs, place in water and watch develop- 
ment; pussy willow, peach, horse chestnut, cherry. 

(h) Identify garden flowers: Lilac, tulip, peony. 

V. Activities of Garden: 

(a) Making and breaking up of soil, fertilizing, dividing into 
beds, sowing seeds, watering and transplanting. 

(b) Care of garden; water, weeds. 

(c) List seeds planted or sown. 


SECOND GRADE. 


Fall. 


Review Grade I. 
I. Birds: 

(a) Birds go south in winter and gather in flocks in September; 

note when last robin is seen. 
II. Insects: 

(a) Study: grasshoppers and crickets, as to where found, means 
of protection, color, noises made. 

(b) Make terrarium for school room and study from this; watch 
caterpillars and tomato worms spinning cocoons; para- 
sites. 

Ill. Trees and Plants: 

(a) Collect and mount leaves from familiar trees. 

(b) Identify oak leaves,—burr, scarlet, chestnut, white, black 
and pin oak. 

(c) Collect seeds of oak trees and identify; note growth of trees. 

(d) Study pumpkin on vine, if possible, or squash, gourd, melon 
or apple in Thanksgiving time. 

(e) Identify wild flowers, purple aster, clover. 

(f) Identify garden flowers, salvia, morning glory. 

IV. Activities of Garden and Farm: 
(a) Gathering of crops, grain and fruit; list of fall fruits and 
nuts. 
V. Seed Dispersal: 
(a) Cat tails. 
(b) Weeds: Burdock, Spanish needle, cockle burr. 
VI. Preparation for Winter: 

(a) ‘Man: Clothing, food, shelter. 

(b) Birds: Migration, food, shelter. 

(c) Animals: Clothing, food, shelter. 

(d) Falling of leaves; coloration. 

(e) Protection of baby buds. 


-_, 


II. 


III. 


IV. 


III. 


IV. 


SPRINGFIELD PUBLIC SCHOOLS. 55 


Winter. 
See Outline for Grade I. 
Birds: 
(a) Habits of winter birds; where do they stay; where-do they 
get food. 
(b) Feeding of birds. 
Animals: 
(a) Study animals in connection with Tree Dwellers and Cave 
Fen. 


(b) Study horse, hog, cow, duck and pigeon; give character- 
istics, as covering, habits, food, adaptations, use to man. 

(c) Hibernation of squirrels (gray chipmunk), snakes, turtles. 
Trees and Plants: 

(a) Winter buds: Color, protection. 

(b) Recognition of trees by general shape: Fir, poplar, maple. 
Crystals:. 

(a) Frost. 

(b) Use of snow to plants and man; cover for winter wheat, etc. 
Lessons in Hygiene (Gulick’s Series, Book I). 


Spring. 
Review Outline for Grade I. 
Signs of Spring. 
Birds: 
Insects: 
(a) Study earthworm after shower. 
(b) Identify cabbage and monarch butterflies. 
(a) Identify red head, flicker and English sparrow. 
(b) Study habits. 
(c) Why protect them? 
Trees and Plants: 
(a) Collect box-elder seeds and plant. 
(b) Note growth of evergreens. 
(c) Observe different ways in which seedlings come out of the 
ground; compare corn and bean. 
(d); Collect and label twigs and place in water to watch open- 
ing: Pussy willow, peach, cherry, horse chestnut. 
(e) Identify apple, cherry and peach blossoms. 
(f) Make seed booklets, drawing plants in different stages of 
growth. 
(g) Observe buds of lilac and peach. 
(h) Identify wild flowers: Dog-tooth violet, buttercup. 
(i) Identify some weeds, as plantain and dandelion. 
(j) Learn names of parts of plants and uSe of root, stem, leaves. 


V. Activities of the Farm. 


56 


I. Birds: 


(a) 
(b) 
(c) 
(d) 
(e) 
(f) 


OUTLINE OF COURSE OF STUDY 


THIRD GRADE. 


Fall. 
Review Grade II. 


Departure of birds. 

What have they done during the summer. 

Note difference in colors of birds in spring and fall. 
The flocking of birds. 

‘Return of birds from the north. 

When last robin and meadow lark were seen. 


II. Insects: 


(a) 


(b) 
(c) 
(d) 


Study the life history of the caterpillar and cricket; making 
of cocoons and chrysalids. 

The monarch butterfly migrates. 

Study cicada; Comstock’s “Ways of the Six-footed.” 

Study ants’ nests, plant lice or aphids. 


Ill. Trees and Plants: 


(a) 


(b) 


(c) 


(d) 
(e) 


(f) 


Slowness of growth now. Why? Sap goes to middle of 
trunk, branches and roots. 

Formation of next year’s buds; protection for winter; fall- 
ing of leaves; make chart of leaves. 

Recognition of burr, scarlet and chestnut oaks from leaves 
and nuts. 

Identify fall flowers. 

Study of corn plant; germination; study of plant as a 
whole; note how it is fitted for life on the prairie (roots 
and leaves);distinguish between earth roots and brace 
roots; position of leaf and structure; why adapted to 
heavy winds; position of ear; significance of groove on 
stalk; what is the tassel? How many different kinds of 
blossoms on the corn plant? Compare plant with seed 
from which it grew and estimate increase (See Sargeant’s 
“Corn Plant’). 

Sowing of winter wheat. 


IV. Seed Dispersal: 


By the wind, water, animals, man, self-distributing; hooks, 


wings, shooting; use illustrations. 


V. Preparation for Winter in All Nature: 


Bare fields and trees; where are the animals? birds? insects? 


VI. Garden and Farm Activities: 


Storing of grains in elevators. 


SPRINGFIELD PUBLIC SCHOOLS. 57 


Winter. 


Review Grade II. 
I. Birds: 
How can we protect the birds? Why should we protect 


>. them? 
¢] II, Animals: 


Special study of hen and duck; adaptation of anatomy to her 
life—shape of body, feathers, bill, food, how she drinks 
and eats, shape of feet, how she hears, sees, smells and 
sleeps; language of the cock, hen and chick; types of 
animals—horse, pig, sheep, wolf and fox in comparison 
with the dog; tiger and lion in comparison with cat; 
kindness to animals; adaptation of parts; animals in con- 
nection with literature of the Greeks and Cliff Dwellers; 
what animals used to be found here? Why not now? 


III. Trees: 
(a) Recognize by general outline: Maple, elm, poplar, fir, haw- 
thorn. 
(b) Compare growth of trees. 
(c) Study bud protection of fruit trees, maple, horse chestnut. 
(d) When do the oak leaves fall? 
(e) Find oak galls and cocoons. 
IV. Forms of Water: 
(a) Snow, frost, ice. 
(b) Quartz, crystals. 
(c) Life history of the rain drop (See “Story of the Brook,” 
Frye). 
(d) “Life History of a Pebble,” Charles. 
V. Lessons in Hygiene. (See Gulick’s “Emergencies.’’) 


Spring. 
Review Grade II. 
I. Spring Awakening: 
(a) How do streams and brooks work? 
(b) Study usefulness of earth worm. 
(c) Frost coming out of the ground—when? usefulness of frost; 
muddy roads. 


II. Birds: 
(a) Make chart of return of birds; resident and migratory; re 
9 cognition and name of same. 
(b) Continue study of plumage, color, habits, size, motions, feet, 


bill, nest building, brooding, care of young. 
(c) Song or call of birds most common in vicinity. 
(d) Departure and return of birds. 


58 


(e) 


(f) 
(g) 


(h) 


OUTLINE OF COURSE OF STUDY 


Bird protection: Audubon Society, Agricultural Depart- 
ment. 

Usefulness of birds. 

Identify meadow lark, blue bird, brown thrasher, downy 
woodpecker. 

Habitat of birds: Meadow, low bushes, near water, high 
trees. 


Ill. Animals and Insects: 


(a) 
(b) 


(c) 
(d) 
(e) 
(f) 
(g) 


(h) 
(i) 


(i) 


(k) 


Watch for return of ants, snakes, turtles, frogs and toads. 

Recognize and name striking characteristics, as covering, 
food, uses, movements, homes, habits, adaptation to en- 
vironment. 

Collect frogs’ eggs and watch development of tadpoles. 

Bee stings; use ammonia or soda. 

Butterflies: Monarch and cabbage. 

The opening of cocoons, chrysalids. 

Mosquitoes and flies: Breeding places; life history of mos- 
quito; plant lice. 

Color of insects as protection. 

Make list of beneficial insects: Bee, lady bug, ichneumon 
fly. 

Make list of harmful insects and worms: Tomato worm, 
plant lice, cabbage worm, potato beetles, cut worms. 

How get rid of harmful ones: Birds, sprays, toads. 


IV. Trees and Plants: 


(a) 
(b) 
(c) 
(d) 
(e) 


(f) 
(g) 
(h) 
(i) 


(i) 
(k) 
(1) 


(m) 
(n) 


(0) 


Distinguish between flower and twig buds. 

Notice size, position and time of development. 

Note growth of evergreen trees and formation of cones. 

Blossoming of trees and plants. 

Recognize trees by seeds and leaves: Willow, elm, maple, 
etc. 

How seeds of trees are dispersed. 

When will these germinate? 

Observe little trees growing now. 

Study of germination of seeds and make booklets of bean, 
corn, acorn. 

Appearance of winter wheat. 

Learn names of parts of flowers and use of each: Calyx, 
corolla; stamen and pistil as necessary parts. Why? 

What aids in fertilization of flowers: Insects, wind. 

Food for insects; how insects are attracted. 

Identify wild flowers; where do we find them? Identify 
haw, wild crab, red buds. 

Identify cultivated flowers that can be obtained. 


(p) 
(q) 
(r) 


(] 


T) birds: 


(a) 
(b) 
(c) 
(d) 
(e) 


SPRINGFIELD PUBLIC SCHOOLS. 59 


Identify weeds: Burdock, curly dock, shepherd’s purse. 

Compare root of dandelion and plantain. 

Poison ivy (three leaflets): What to do for ivy poison; 
wash with strong soap and hot water. 


FOURTH GRADE. 


Fall. 
Review Grade ITI. 


Note change of color in all birds. 

Study bob-white. 

Note when birds come from north and when they leave. 
What is their route south? 

When do they travel? Why? 


II. Animals: 


(a) 
(b) 
(c) 
(d) 
(e) 
(f) 


Study horse; origin, domestication, traits, uses, care. 
III. Insects: 


Four stages: Egg, larva, pupa, adult. 

Nests of wasps, ants, bees. 

Study potato beetle (Wilson). 

Collect cocoons and chrysalids. 

Monarch butterfly; migrates; lives on milk-weed. 

Viceroy, which is called wolf in sheep’s clothing, lives on 
willow or poplar; compare with Monarch. 


IV. Trees and Plants: 


(a) 
(b) 
(c) 
(d) 
(e) 


(f) 
(zg) 
(h) 
(i) 


(i) 


Study walnut and red haw; recognize from leaf, fruit. 

Dissemination of seeds, 

List trees that have seeds of fruit in fall. 

Make leaf charts. 

Recognize composite flower family and give characteristics 
of sunflower, daisy, thistle, marigold, aster, dandelion, 
goldenrod.. 

Study kinds of roots. 

Leaf venation; parallel, netted. 

Corn plants and their relatives; grasses, grains (have whole 
plants for comparison). 

Recognize rag-weed, smart-weed, poisonous 
fingered) and jimson. 

What to do for a person who is poisoned; bathe parts in hot 


ivy (three 


mal soap suds. 
9 V. Preparation for winter. (See Grade III.) 


I. Birds. 


Winter. 
Review Grade III. 
(See Grade III.) 


60 


II. 


II. 


OUTLINE OF COURSE oF STUDY 


Animals: 

(a) Study animals in connection with Romans. 

(b) Domestication of animals means progress in civilization. 

(c) What animals were first domesticated? 

(d) Name several that different peoples have domesticated. 

(e) How used? 

(f) Laws regarding the cruelty to animals; Society for ‘“Pre- 
vention of Cruelty to Animals.” 

(g) Animals useful to man as companions, beasts of burden, 
sources of supply, food, clothing, ornaments, destroyers of 
injurious insects. 

(h) Animals harmful to man—rats, mice, fox, rabbits, weasel, 
skunks. 

Insects: 


The four stages: Egg, larva, pupa, adult. 


IV. Trees and Plants: 


VI. 


Il. 


III. 


(a) 
(b) 
(c) 
(d) 


(e) 
(f) 
(gs) 
(h) 


Identify trees by shape. 

Study buds and bark of maple, oak, willow. 

Why is bark seamed and cracked? 

Why is bark on old trees different from bark on young 
trees? 

Meaning of rings in wood and cause of knots? 

Study growth. 

Compare length of twigs. 

Domestication of plants; wild oats, apple from wild crab. 
This was the first step in civilization. It changed the 
nomadic life of the people to the agricultural life. 


Hygiene. (See Books II-III, Gulick Series.) 
Crystals: 


All crystals form how in nature? Snow, frost; sugar, salt; 
minerals. 


Spring. 
Review Grade III. 


Spring Signs. 


Birds: 


(a) 
(b) 
(c) 
(d) 


(e) 


Birds as carpenters, basket-makers, masons. 

Keep calendar of return of birds and leaving for north. 

Characteristics of nut-hatch, brown creeper and fly catcher. 

Study woodpecker family; red head, flicker, downy, hairy, 
sap sucker; common characteristics of group and eco- 
nomical value. 

Identify cat bird, wren. 


Insects: 


(PS 


SPRINGFIELD PUBLIC SCHOOLS. 61 


(a) Harmful insects; borers, tent caterpillars, codling moths, 
clothes moth, cock roach, mosquitoes, flies; how destroy 
pests? 

(b) Metamorphosis of insects. 

(c) Study tadpole. 


9 IV. Trees and Plants: 

(a) Keep chart of blossoming and leaving of trees. 

(b) List those that blossom before the leaves come out and those 
whose leaves appear before blossom. 

(c) Distinguish between buckeye and horse chestnut. 

(d) Identify box-elder, catalpa. 

(e) Observe seed dispersal of trees. 

(f) Note two kinds of flowers on same tree and different trees; 
pistillate, staminate; how fertilized 

(g) When plant trees? 

(h) From what do they grow? 

(i) When trim trees and how? 

(j) Products of plants useful to man: roots, stem, leaves, fruits, 
sap, bark. 

(k) Germination: relation of heat, water, air, light, soil, to ger- 
mination and growth. 

(1) Weeds: how exterminate; what is a weed? Dandelion, bur- 
dock, docks, plantain, ragweed. 


FIFTH GRADE. 


Fall. 


Plants: Make a collection of weeds to become familiar with the fall 
aspect of the weeds studied the previous spring. Plant bulbs (e. 
g. Chinese lily) in water for Christmas blooming. Study the bulbs 
and their development. 


References: 
Farmers’ Bulletin—Weeds and How to Kill Them. 
Hodge—Nature Study and Life. 
Comstock—Handbook of Nature Study. 


insects: Make simple aquaria of glass jars and collect water plants 


and water insects, such as water boatmen and back-swimmers, for 
— the aquaria. Study the water insects collected. Make sketches to 
9 show parts. 
: Grow silk moth through life cycle. Study silk industry. 


References: 
Comstock—Handbook of Nature Study. 


62 OUTLINE OF COURSE OF STUDY 


Comstock—Insect Life. 
Weed—Life Histories of American Insects. 


Spiders: Use the orb weavers as a type. Collect mature specimens 
and keep them in boxes in school room for observation. How does 
a spider spin its web? Of what use is the web? Food of spider? 
Enemies of spider and means of protection? Find and examine 
egg cocoons. What is the food of very young spiders? Observe 
parts of spider and make sketches. Why is the spider not an in- 
sect. Study house spider, grass spider, ballooning spider. Read 
about trap door spider. 


References: 
Comstock—Handbook of Nature Study. 
Emerton—Common Spiders. 
Patterson—The Spinner’s Family. 
Fabre—The Life of the Spider, 
Winter. 

Stones: Learn to identify sandstone, limestone, chert, granite, shale, 

quartz, conglomerate. Discuss use of stone in building. 
References: 
Richards—First Lessons on Minerals, 

Coal: How formed? When? Kinds of coal: peat, lignite, bituminous, 
anthracite. What kind of coal is mined in Central Illinois? Im- 
portance of coal mining industry in this part of state. Where are 
the other great coal fields? Compare quality of Illinois coal with 
that of other fields. In connection with coal study source, refine- 
ment and uses of petroleum. 

References: 
Dana—Geological Story Briefly Told. 

Fish: Study gold fish or minnows in aquaria as.a type. Name parts. 
What fish are used as food? Where are they found? Read “The 
Story of a Salmon,” Jordan, 

References: 
Jordan—Science Sketches. 
Baskett—The Story of the Fishes. 
Comstock—Handbook of Nature Study. 

Evaporation: Simple experiments in evaporation and condensation. 
Evaporation hastened by heat and wind. In connection with cook- 
ing, determine amount of water in various fruits by evaporation. 

Fermentation: Simple experiments. How caused? How prevented? 

Reference: 
Conn—Bacteria, Yeasts and Molds. 


8 


SPRINGFIELD PUBLIC SCHOOLS. 63 


Starch: Make starch from corn and from potatoes. Iodine test for 
starch. Find it stored in other plants. 


Spring. 
Insects: Collect dragon fly nymphs for aquaria. Study. 
Reference: 


Comstock—Handbook of Nature Study, 

Flowers: Keep fiower calendar. Study any not already familiar. 
Why can some flowers, such as Jack-in-the-pulpit and mandrake, 
come up so early? Develop desire -to protect ‘flowers, 

Trees: Observe rates at which buds on different trees open. Study 
sycamore and any other accessible trees not previously studied. 
Make list of familiar trees that have two kinds of flowers. 

Birds: Bird excursions. Identify any new birds. Special study of 
Baltimore oriole, cardinal, rose breasted grosbeak, bronze grackle. 

Ways of attracting birds: food, water, bird boxes, nesting material, 
kindness. . 

Lawns: Why is blue grass a good lawn former? How make and 
eare for a lawn? Test grass seed offered for sale. In competi- 
tion of grass and the dandelion, what advantages has each? Other 
lawn weeds such as plantain. Study mole as an enemy of the 
lawn. Emphasize adaptation to environment. 

Reference: 
Coulter, Patterson—Practical Nature Study. 


SIXTH GRADE. 


Fall. 


Plants: Study cuttings, runners and leaves as means of propogation. 
Use geranium, coleus, strawberry, Bryophyllum. 
Make blue prints of leaves of familiar trees to serve as a review. 
References: 

Hodge—Nature Study and Life. 

Coulter—Practical Nature Study, 

Birds: Our birds of prey. Use red shouldered hawk and screech owl 
as types. Study food and nesting habits. 

Reference: 
Yearbook, Dep’t of Agriculture (1894). 

Soils: Different kinds of soil: gravel, sand, clay, loam. Origin of 
soil from rocks; sourees of humus; soil makers. Simple experi- 
“ments to show water holding and water lifting power of different 
soils. Experiments to show that tilling soil conserves moisture. 


or a OUTLINE OF COURSE OF STUDY 


Analyze soil of school garden or neighboring garden to determine 
dry weight, amount of humus, silt, sand, gravel. Show effect of 
fertile and barren soils on plant growth. 

Study earthworms in their relation to soil. 


References: 


Coulter—Practical Nature Study. 
Hodge—Nature Study and Life. 
Rowell—Elementary Gen, Science Book I. 
Comstock—Handbook of Nature Study, 
Darwin—The Earthworm. 


Winter. 


Plants: Trees in winter condition. Collect, identify and mount twigs 
of different trees. 
Study ferns as a type of flowerless plant. 
Study coffee, rubber and cocoa in connection with study of tropical 
countries in Geography. 


References: 


Comstock—Handbook of Nature Study. 
Huntingdon—Study of Trees in Winter, 
Sargent—Manual of Trees of N. A. 


Animals: In connection with study of desert regions in Geography, 
study camel, emphasizing adaptation to environment. 


Sky Study: What is the sun? How does the moon differ from the 
sun? How does the moon affect the earth? How do Stars and 
planets differ? What are shooting stars? Learn to find North 
Star, Great Dipper, Little Dipper, Pleiades, Cassiopeia, Orion, 
Sirius, etc. 


References: 


Comstock—Handbook of Nature Study. 
Milton—The Children’s Book of Stars. 


Spring. 
Insects: House fly as a disease carrier. Life history. Importance 
of destroying first flies that appear. 


Reference: 
Howard—The House Fly. 


Flowers: Keep flower calendar. Identify and study any new flowers 
found. 


References: 
Dana—How to Know the Wild Flowers, 
Blanchan—Nature’s Garden. 
Gray—New Manual of Botany. 


SPRINGFIELD PUBLIC SCHOOLS. 65 





Birds: Economic importance. Birds as weed and insect destroyers. 
As an introduction to this, study nesting habits and determine 
what birds feed their young. Get much as possible from children’s 

- observations. Make charts to show food of different kinds of 
birds. Some birds useful as scavengers. 


References: 
Bulletins of Illinois Biological Survey, 
Forbush—Useful Birds and Their Protection. 
Weed and Dearborn—Birds in Their Relation to Man. 
Hodge—Nature Study and Life. 
Yearbooks of Dep’t of Agriculture (1900, 1907). 


SEVENTH GRADE. 
Fall. 


Plants: Perform simple experiments in plant physiology to show 
starch formation, conduction, absorption, transpiration. Tell from 
this and previous study function of following parts of a tree: roots 
,and root hairs, sap wood, heart wood, bark, cambium, branches, 
leaves, flowers, fruit and seed. Discuss familiar trees in regard 
to their value for shade, lumber, ornament. Plant seeds of com- 
mon trees and study development. 

Forestry: Service of forests: Furnish lumber; act as natural reser- 
voirs at head of streams, thereby regulating stream flow; harbor 
wild animals. 

Enemies of forests; show how each interferes with work of tree by 
referring to previous experiments. 

(1) Fire. Study of causes and means of prevention. 

(2) Storms. 

(3) Animals: mice, rabbits, cattle, sheep. 

(4) Fungi: What are they? How do they injure trees? Im- 
portant fungous diseases. 

(5) Insects: Gypsy, brown-tailed and Tussock moths, scales, 
aphids, tent caterpillar, elm leaf beetle. Life history of 
those not already familiar. 

(6) Man: Show effects of bad lumbering. Study forest legis- 
lation, forest reservations, inducements offered to increase 
forest area, foresters and their work. 

Birds as friends of the forest: This topic need be discussed only 
briefly here since it was treated in previous grade. 


References: 
Pinchot—Primer of Forestry. 
Roth—A First Book of Forestry. 
Fernow—Care of Trees. 


66 OUTLINE OF COURSE OF STUDY 


Comstock—Handbook of Nature Study. 
Bulletins of Bureau of Entomology. 
Bulletins of Mass. State Board of Agriculture. 


Winter. ( 
’ 
Physical Experiments: Simple experiments to show that air has 
weight, expansion and movements of air when heated, evaporation, 
condensation. (These experiments are related to work in 
Geography on winds and rainfall). 

Study solids, liquids, gases. Experiments to show expansion of all 
when heated. 

Applications of this principle: Ventilating systems, hot air furnace, 
engines. Parts of a steam engine. What makes it go? How does 
a gasoline engine differ? 

Experiments to show boiling, distillation, filtration. Discuss city 
water supply. Make a siphon. 

Study gases in air. Generate oxygen and carbon dioxide. Oxygen 
necessary for combustion and breathing. Make coal gas. 

Make and use a pin hole camera. Discuss photography. 

Sound: cause of. How are musical sounds produced? 


References: 
Higgins—Elementary Science. 
Clark—General Science. 
Rowell—Elementary General Science. 
Smith—Easy Experiments in Physics. 


Spring. 
Birds: Further study of birds. Particular attention to warblefrs. 


Insects: Army worm, chinch bug, potato beetle. Life histories and 
economic importance. 


Bees: Community life; structure of queen, worker, drone; gathering 
of honey and pollen; relation to pollenization of flowers. 


References: 
Hodge—Nature Study and Life. 
Comstock—Insect Life. 
Bulletins of Dep’t of Entomology, i 
Sanderson and Jackson—Elementary Entomology. G 
Morley—The Bee People. 


Plants: Identify flowers. Get some idea of plant relationships. Find 
flowers that belong to rose, buttercup, legume, composite, mustard 
and lily families. 


SPRINGFIELD PuBLICc SCHOOLS. 67 
(A LT a MALE GI? TNE Aas DT BO BAEC OT TOP AES gh URIDINE PRO NG EDR, SARA RL TD 


EIGHTH. GRADE, 
Fall. 


Birds: Study quail and other native game birds; Illinois game laws. 
What have we been doing to restock state with game birds? 


Plants: Take as a problem the planting of trees, shrubs and flowers 
about the home. What should be Planted and where in order to 
give the best effect? Find examples of good and bad planting in 
the vicinity. What trees are best for city streets? 

References: 


Bailey—Manual of Gardening, 
Circular 170, Dep’t of Horticulture, U. of I. 
Parsons—How to Plan the Home Grounds. 


Orchards: Kinds of fruit grown in Central Illinois; economic value. 
Temperature, moisture and soil as factors determining best loca- 
tions for orchards. Study grafting and budding of trees. 

Insect enemies of trees: Codling moth, apple maggot, borers, aphids, 
scales, cankerworm, plum _ curculio. Study those not already 
familiar. Look for ravages of insect pests on fruit and fruit trees 
of the vicinity. Try in each case to determine what insect has 
caused the damage. 

Fungous diseases of trees: Black knot, brown rot, peach leaf cure, 
apple scab, pear blight. Spraying as a means of prevention—when 
and how? 


References: 


Hodge—Nature Study and Life, 
Farmers’ Bulletins of U. S. Dep’t of Agriculture. 
Bulletins of [Illinois Biological Survey. 


Winter. 


Magnetism and Electricity: Experiments with horse shoe and bar 
magnets; magnetic field. Magnets made by electricity. Electro 
magnets used in electric bell, telephone, telegraph, motor, 

Experiments to show frictional electricity; conductors and non- 
conductors. 

Make a simple wet cell. How do electric currents light lamps? 
Kinds of lamps? How is heat produced by electricity? Measures 
of electricity: amperes, volts, watts. Study electro plating, induc- 
tion coils, trolley car, wireless telegraph. 

Inventors in this field: Marconi, Edison, etc. 

Lightning and Northern lights as electrical phenomena. 

Make as much simple electrical apparatus as possible at school and 


68 


OUTLINE OF COURSE OF STUDY 


encourage children to bring and demonstrate any electrical devices 
they may have constructed at home. 


References: 


W oodhull—Electricity and Its Every Day Uses. 
Tudor Jenks—Electricity for Young People, 
Rowell—Elementary Gen. Science. 
Iles—Inventors at Work. 


Spring. 


Conservation: Study the need of conservation, the work now being 
done and the steps that should be taken in regard to the following 
resources: 


(1) 


Forests: This topic has been treated to some extent in 
previous grade. Compare original with present forest 
area. Causes of reduction: use as lumber, clearing for 
agriculture. Discuss whether or not this is legitimate. 
Does conservation of forests mean non-use? What does 
it mean? 


(2) Coal: What can we use when coal supply is exhausted? 
Are we near that point? 

(3) Petroleum. 

(4) Fish. 

(5) Soil. Need of protection from loss of fertility and from 
erosion by floods. Study once fertile regions now barren. 
Find amount of soil annually washed to Gulf by Missis- 
sippi River. Study relation of floods to forest Conserva- 
tion. 

(6) Phosphates: Of what use? Where found? How long 
will our supply last? 

(7) Our vanishing wild life. Need of protection for game and 
for wild fiowers. 

References: 


Van Hise—Conservation of Natural Resources, 
Farmers’ Bulletin No. 327, U. S. Dep’t of Agriculture, 


SPRINGFIELD PUBLIC SCHOOLS. 69 


DRAWING. 


General Directions. 

Marking: The pupil should place his name, school and grade in the 
middle of back of paper. This method is to preserve the name in 
trimming paper. 

Selection: Teachers should place the best papers on top of the set 
taken up, and retain the complete set for the Supervisor. Papers 
rolled or pinned usually have to be thrown away as they are unfit 
for exhibit purposes. 


Use and Care of Materials. 


1. Pencils for drawing should never be used for other work and should 
not be used after they become shorter than the child’s hand. The 
pencils for drawing should be collected after every lesson. 

2. Color Boxes should always be put away clean, 


8. Brushes should dry in a straight point and not be crowded into a 
short box. They should always be put away clean. School sets 
should be Kept in a large open mcuthed jar. 

4. Color Crayons should be kept in the original boxes until badly 
broken and the set of colors incomplete, when they should be 
overlooked and sorted as to color, putting each color into sep- 
arate boxes. 

Paper: Water color work in flowers and landscape should not be done 
on the gray practice paper. Paper cutting, illustrations and de- 
sign can be on either the cream or the gray manila. Final con- 
struction work in Grades I and ITI should be with bogus paper. 


Supplies sent from office such as prints, outlined landscapes, etc., 
should be placed in the office or in some one place where teachers 
can find them promptly. 

Collections of Still-life should be looked after with the utmost care to 
avoid breakage. If possible teacher should go with the pupils 
when these pieces are secured for a lesson. 


Materials and Arrangement for Lessons. 


Plant studies should be large, with plenty of foliage. They should 
never be arranged in a flat position but should be placed in sand 
cans so that the leaves fall in a natural position. <A light col- 
ored shadow box should be placed back of them and this turned 
to secure the strongest light possible, 


Almost all flowers used are in better condition for the lesson if placed 
in a flat pan and submerged in water an hour before using. To 
merely place stems in the water does not freshen the whole 


70 OUTLINE OF COURSE OF STUDY 


plant. Light and shade lessons should not be given in East 
rooms in the morning nor in West rooms in the afternoon if it 
is possible to avoid this. Few classes can work well with less 
than six studies. Each teacher should have her own shadow 
boxes, sand cans and, where possible, the boards for the aisles. 


For wet paper work paper should be drawn through water quickly and 
laid on oilcloth or desks so that there are no wrinkles or blisters 
in it. Top surface of paper must not glisten when the work 
is begun. 


Children should begin at the top and complete their studies as they 
go down the paper, never painting stems first and foilage after- 
ward. Every child must have a paint rag. 


Criticisms: Teachers should see the study from the child’s point of 
view before criticising. Children should be urged to represent 
things as they appear at the time and place. A change in seat- 
ing, occasionally, is good to stimulate this independence. 


Water Colors: Colors should be well moistened at the beginning of 
lessons, then any surplus water lifted with corner of blotter or 
paint rag before beginning to paint. 

Flowers and landscape work should always be done on wet papers 
and in all grades above the third. 

A supply of old muslin should always be Kept by teachers. 

Flat and graded washes should always be on dry paper. 

Any blotted color effect should be secured on wet papers, 

Color for design should always be mixed in the box lid and plenty 
of it to complete the design, thus securing a uniform tone. 
Color for flowers, foliage and landscape should always be taken 
directly from cake of color. 


Plant Studies. 


Plant studies should be worked out in the medium best suited to the 
study. Flower studies without foliage should not be used. 

Plant studies need high shadow boxes, 

The following list of studies has proved Satisfactory: 


Fall: Red clover, goldenrod, wild asters, fruit on the branch, nar- 
row dock, bittersweet, marigolds, canna, rosehips, salvia, morn- 
ing glory, wild sun flowers, black-eyed Susans, Snap dragon, 
smart weed, milk weed, iron weed, nasturtiums with main stalk 
and small leaves. 


Spring: Red clover, wild crab apple, iris, spiderwort. Do not use 
small flowers like violets, butter cups and pansies, 


a 


SPRINGFIELD PUBLIC SCHOOLS. 71 


Object Study. 


Pencils should be held several inches from point to secure a free but 
vigorous sketchy line. 
Pencil measurement should be insisted upon at all times. 

Erasers should not be allowed on the desk until the close of the les- 
son. Only soft eraser should be used. 
The order of work should be first placing and proportion then sym- 
metry and careful drawing. Study a group as a whole first. 


Pose Work, 


1. Study magazines and books for interesting poses. Avoid re- 
peating same poses year after year. : 

2. Choose active positions rather than erect poses, 

3. Work first for action, then proportion and then careful draw-_ 
ing and accentuation. 


Design. 


1. Work for variety in design. Have each child cultivate his 
creative faculty. 

2. Every design should be made to suit the object for which it 
is made. 

8. Use subdued colors in design. Do not use pure primary 
colors as they come from the cake. 

4, Plain block letters should be used and only capitals. Diag- 
onal arrangement of lettering should ke avoided. 

5. Do not use unconventional treatment of Christmas bells, 
sprays of holly or other flowers, hearts, ete., for decora- 
tions. Draw a distinction between pictures of things, but 
conventionalized for design purposes. 


Landscape. 

1. Color landscape work in all grades is mainly valuable to 
stimulate observation of outdoor coloring and atmospheric 
effects. Any compositions including near trees, houses, 
roadways, ete., have proved too difficult to attempt in the 
grammar grades. 

As much of the poetry of the changing seasons should be 
brought out in the landscape work as possible. 

2. More difficult compositions can be attempted in the pencil 
landscape work. 


Illustrative Work, 


Illustrative drawings should be a means of expression to the child 
and should be full of life and action. It should stimulate his 
imagination and power of observation. 


72 OUTLINE OF COURSE OF STUDY 


Points to emphasize: 
1. Placing of horizon line. 
2. Proper placing and relative size of objects and figures, 
8. Decreased strength of color from foreground to background. 
4. Perspective of houses, roadways and streets. 


COURSE OF STUDY. 


Practice paper, colored paper and paint brushes furnished to all 
grades. Paints, pencils and water color tablets bought by the children. 
Supplies for hand work in grades one and two furnished by School 
Board. This amounts to 15 cents per capita. The hand work and art 
work in the first two grades being so closely connected the former is 
placed under the supervision of the Drawing Supervisor. 


First Year’s Work: Form study drawing and color. Daily recitations 
of fifteen minutes each. Paper folding and tearing, cutting to 
given forms with scissors, cutting to illustrate stories, weaving 
paper mats, making simple envelopes, boxes, etc. Crayon illustra- 
tion of stories. Simple exercises with paints and brush, such as 
laying flat and blended washes, blotted washes for “stained glass” 
effects, simple landscapes. Lessons in observing appearance of 
objects. 

Second Year’s Work: Daily recitations of fifteen minutes each. Cutting 
to illustrate stories connected with their literature work and 
games. Mat weaving. Paper construction, boxes, furniture, 
vehicles and holiday problems. Imaginative drawings with 
crayons. Simple exercises with water colors. Study of growth 
and color of plants. Represented by brush, either in silhouette or 
color. Lessons in observing objects in various positions. Pose 
work, either with scissors or brushes. 

Third Year’s Work: Ten lessons a month of twenty-five minutes each. 
Plant study, silhouette, color. Cylindric objects, both single and 
grouped. Pose. Landscape. Simple design problems. 

Fourth Year’s Work: ‘Ten lessons a month of twenty-five minutes each. 
Plant study, black paint, color or pencil. Cylindric objects, single 
and grouped. Pose. Landscape. Simple problems in design. 

Fifth Year’s Work: ‘Ten lessons a month of twenty-five minutes each. 
Plant study, brush or pencil. Cylindric and rectangular objects. 
Pose. Landscape. Designs, book covers, Christmas gifts, surface 
patterns, lettering. 

Sixth Year’s Work: Bight lessons a month of forty-five minutes each. 
Plant study, brush or pencil. Cylindric and rectangular objects 
in outline. Light and shade. Pencil, small sketches. Pose. Land- 
scape. Design, book covers, surface patterns, Christmas gifts and 
other applied designs. Lettering. 


e° 


SPRINGFIELD PUBLIC SCHOOLS. 73 





Seventh Year’s Work: 
each. Plant study, brush or pencil. 
Groups of objects in outline. 
Designs, book covers, 
Lettering. 

Eighth Year’s Work: 


Plant study. Perspective of rectangular objects. 
Light and shade. 


objects. 
Landscape. 
applied designs. 


jects in outline. 


Ten lessons a month of twenty-five minutes 


Perspective of rectangular 
Light and shade. Pose. 
Christmas gifts and other 


Ten lessons a month of twenty-five minutes each. 


Groups of ob- 


Pose. Landscape. Design, 


book covers, Christmas gifts and other applied designs. Lettering, 


SUGGESTED LIST OF PICTURES TO BE STUDIED BY GRADES. 


oN 


~-o COs] & 


First Grade. 


Mother and Child, Nourse. 

Madonna of the Chair, 
Raphael. 

Mother and Child, 
Melchers. 

Can’t You Talk, Holmes. 

Feeding Her Birds, Millet. 

The Village Choir. 

My Black Cat, Hoecker. 

Madonna of the _ Street, 
Ferruzzi. 

Come Unto These Yellow 
Sands. 

The First Step, Millet. 


Gari 


Second Grade. 


Sistine Madonna (Detail), 
Raphael. 

The Supper, Elizabeth 
Nourse. 


Distinguished Member Hu- 
mane Society, Landseer. 
Twixt Fear and Doubt, 

Olivie. 
Mother and Child, Toul- 
mouche. 
Miss Simplicity, ‘Reynolds. 
Miss Bowles, Reynolds. 
Baby Stuart, Van Dyck. 
Children Sailing Boats, 
Israels. 
Angel With Lute, Carpaccio. 


Rate gag ae 


TS oR 


Third Grade. 


Three Children of Chas. I, 
Van Dyck. 

Christ Child, Murillo. 

Mme Le Brun and Daughter, 
Le Brun. 

Girl With Apple, Greuze. 

At the Watering Trough, 
Dagnan-Bouveret. 

Age of Innocence, Reynolds. 

Sir Galahad, Watts. 

Springtime, Millet. 

The Torn Hat, Sully. 

The Knitting Lesson, Millet 


Fourth Grade. 


The Runaway Cow, Dupre. 

Primary School in Brittany, 
Geoffroy. 

The Fog Warning, Homer. 

Highland Cattle, Bonheur. 

The Shepherdess, Le Rolle. 

Holy Night, Corregio, 

Pilgrims Going to Church, 
Boughton. 

Song of Lark, Breton. 

I Hear a Voice, Earl. 

Flower Girl in Holland, 
Hitchcock, 


Fifth Grade. 


The Balloon, Dupre. 
Approaching Storm, Inness. 





74 OUTLINE OF COURSE OF STUDY 
3. The Horse Fair, Bonheur. 2. Washington Crossing Dela- 
4, Deer in Forest, Bonheur, ware. 
5. Caritas, Abbott Thayer. 3. Jester, Hals. 
6. Golden Autumn Day, Van 4, Fifth Avenue at Twilight, 
Marcke. Harrison. 
7. Dance of the Nymphs, Corot. 5. Pasturage in the Pyrenese, 
8. Christ in The Temple, Hoff- Bonheur. 
i Dah ie lh 6. Spring, Corot. 
TO pg Geatee ee (ida MA tet 7. The Angelus, Millet. 
10. Mother and Daughter, Le 
8. The Detour, Schreyer. 
Brun. 
arty 9. Joan of Are, Le Page. 
Sixth Grade. 10. Shaw Memorial, St. Gaudens. 
1. Oath of Knighthood, Abbey. 
2. Woodgatherers, Corot. Eighth Grade. 
3. The Sower, Millet. 1. Approach to Venice, Turner. 
4. Minute Man, French. 2. Paysage, Covot. 
i ne Raunt (Mauve). 3. Avenue of Trees, Hoffman. 
; © Windmill, Ruysdael, 4. Prophets, Sargents. 
7. By the Lake, Corot. 5. Gl Millet 
. , Millet. 
8. At the Watering Trough, ih h Field 
Dasani uniroret 6. Oxen on the Way to Field, 
9. Abraham Lincoln, St. Gau- hace : 
a 7. Mother of the Artist, 
ens. ; 
10. Alice, Chase. DY chap 
8. Pot of Basil, Alexander. 
Seventh Grade. 9. Home of the Heron, Inness. 
1. Courtship of Miles Standish. 10. Melting Ice, Thanlow. 
MUSIC. 


The Song is fundamentally the basis of all musical education, and 
through its use is developed a love for, and an appreciation of, the best 


in music. 
The Progressive Music Series presents two ideals, 

(1) To present songs adapted to the needs of children, 

To so organize these songs that they form the basis for definite 


(2) 


instruction. 


FIRST GRADE. 


The first year’s work is given entirely to 





(1) The teaching of rote songs. 
(2) The proper care of the child voice. 
(3) The monotone, or less musical child. 


SPRINGFIELD PuBLIC SCHOOLS. 5 





(4) The recognition of rhythms in two, three and four part measure. 
Texts—The Progressive Book I. 
The Teachers Manual. 
Song Series, Primer and Book I. Alys Bentley. 


SECOND GRADE. 


The Songs in Book I, previously taught by rote are used for obser- 
vation work, with drill upon the motives and figures found in songs. 
Problems studied: (1) Tonic chord; (2) Tonic chord and neighboring 
tones, two tones to one beat; (3) Diatonic figures; (4) six-eight meas- 
ure; (5) Intervals. ; 

During the latter part of the second grade notation may be intro- 
duced as follows: 

Partoi ls 

(1) Study the text of song through the words. 

(2) Study of phrase repetition. 

(3) Discover’ and sing familiar phrases, 

(4) Partial sight reading, the children reading the familiar figures, 

the teacher helping in difficult places. 


THIRD GRADE, 


Book I. Independent sight reading is established using the ma- 
terial in Parts II and III all of which is based upon the simple facts 
presented in the second grade, giving an opportunity for the practical 
application of known problems. 

Part IV provides songs for general singing and for special occa- 
sions. The Congdons Nos. I and II may be used as supplementary ma- 
terial in this grade. 


FOURTH GRADE. 


Book II. The simple forms presented in the second and third 
grades are definitely organized and all musical problems are developed 
in the following way: 

(1) Review a familiar song containing the problem. 

(2) Bring the problem to the child’s attention, through the ear, 

(3) Take the problem from the song and drill upon it, through 

the eye. 

(4) Apply the mastered problem in the reading of new songs. 

Problems studied: (1) Melodies in major scale; (2) Two equal tones 
to one beat; (3) Sharp chromatics; (4) Dotted quarter and eighth; (5) 
Flat chromatics; (6) Phrases beginning on eight note before the beat; 
(7) Easy melodies in minor key. 

Congdon III may be used as supplementary material in Grade IV. 


76 OUTLINE OF COURSE OF STUDY 


FIFTH GRADE, 


Book II. Part Il. The most important problem is the introduction 
of two-part singing in simple two-part songs: 

Problems: (1) Interval studies; (2) Two-part singing; (3) Dotted- 
quarter note beat, two unequal tones to a beat; (4) Melodies in Har- 
monic Minor; (5) Dotted quarter note beat, three equal tones to a 
beat; (6) Simple Song Forms; (7) Sharp chromatics, resolving upward; 
(8) Advanced studies; (9) Flat chromatics, resolving downward; (19) 
Dotted eight and sixteenth; (11) Three tones ascending chromatically; 
(12) Three tones descending chromatically. 

The entire series is devoted to song material and pupils are lead to 
sing syllables through once and apply words, leading very soon into 
reading of words at sight. 


SIXTH GRADE. 


Book III. Ability on the part of the pupil to read independently in 
one voice work must be thoroughly established before attempting two- 
voice singing, which is the (1) essential problem in the Sixth grade; 
(2) Melodic Minor; (3) Eighth note beat; (4) Modulation; (5) Half 
note beat; (6) Advanced Song Forms. 


SEVENTH GRADE, 


Book III. Part II. Songs arranged for three voices are introduced 
for first time, also such technical problems as Four tones to a beat, 
Triplets, Chromatics, Syncopation, Complicated Rhythms and Modula- 
tions. A variety of material is provided, with the definite idea of de- 
veloping the pupil’s knowledge and love of good music in its many 
phases. 


EIGHTH GRADE. 


Book IV. Part singing is based on the recognition of the vocal 
limitations of the adolescent voice. Material is provided as follows: 
Art Songs for high, medium and low voices; Duets and Trios for un- 
changed voices; Unison songs for unchanged boys voices (Tenor); 
Unison songs for changed boys voices (Bass); Four-part songs on two 
staves, four part songs on four staves; Part songs for boys voices. 

The Laurel Music Reader contains many beautiful songs for sup- 
Plementary material. 


NINTH GRADE, 


The Progressive Series Book IV and the Laurel Reader with Favor- 
ite College Songs and other supplementary material furnish abundant 
material for the ninth year classes. 


oA 


SPRINGFIELD PuBLic SCHOOLS. 17 


Appreciation. 


Definite lessons in Appreciation of Music illustrated with the 
Victrola, correlating with Folk-dancing, Story-telling, Literature, His- 
tory and Geography should be given at least twice each month. “Music 
is a means of culture,’ and intelligent listening is an art which will aid 
in making the children of the public schools lovers of good music, 
knowing the world’s music just as they know its history, poetry and art. 


78 OUTLINE OF COURSE OF STUDY 





HOUSEHOLD ARTS. 


THIRD GRADE, 
Projects: 

Elementary Handwork Paper—Envelopes, booklets, boxes, 
Christmas gifts, valentines. 
Textiles—Cross-stich work on can- 

vas, woven rugs. 

Clay—Type forms, bowls and low 
dishes. 

Sand table projects—in connection 
with geography, literature, or 
story -telling. 

Cultural study—Wool. 


FOURTH GRADE. 


Projects: 
Elementary Handwork Paper—Envelopes, booklets, port- 
folios, boxes, Christmas work, 
valentines. 


Textiles—Cross-stitch work on can- 
vas, woven hammocks. 

Clay—Pottery forms, moulded bricks. 

Sand table projects—in connection 
with geography, literature, story- 
telling, etc. 

Cultural study—clay ang allied earth 
products. 


FIFTH GRADE. 


Projects: 
Boys—Elementary book-| Large envelopes for school use. 
binding and wood-work Simple tied book.or album to be used 
in collecting pictures related to 
some study. 
Large desk blotter. 
Sewed book with board covers. 
Paper knife of bass-wood. 
Book rack of bass. 
Cultural study—History of the book, 
paper making, printing, book- 
binding. 


Girls—Sewing Stitches—basting, stitching, over- 
casting, hemming, hem-stitching, 
weaving, gathering, overhand- 
ing, catch-stitch, French seam. 
(Stitches to be taught as needed.) 

Application -— sewing bag, hem- 
stitched towel with darned pat- 
tern or Swedish darning, patchn- 
ing, darning, sewing-apron. 

Cultural study—Cloth, spinning and 
weaving. 


60 


60 


60 


SPRINGFIELD PUBLIC SCHOOLS. 


SIXTH GRADE. 


Projects: 

Sewing Stitches—review of simple stitches, 
overhanding, gathering, button 
hole stitch, application of trim- 
ming, felled seams, use of sewing 
machine. 
machine, (To be taught as 
needed.) 

Application—Night dress, underskirt 
or princess slip, fancy articles for 
Christmas work,  buttonholes, 
cooking apron. 

Cultural study — The four textile 
fibers: origin, use, width, price, 
wearing and cleansing qualities; 
textile chart. 


SEVENTH GRADE. 
Projects: 
Cooking 1. Principles of elementary cookery. 
2. Study of food stuffs. 
3. Practical work in cooking. 
Fruits, cereals, vegetables, 
sugars, soups, meats, eggs, 
milk products, simple batters 
and dough, beverages. 
‘4, Table service. 


EIGHTH GRADE. 
Projects—Study of the Home: 


79 


Min. 
per 
Week. 


60 


90 


90 


Cookery : 1. Shelter— 4 
Laundry work Selection, construction, fur- 
Sewing nishing, decoration, cost, care, 
management, budget making. 
2. Food— 


Selection, menu making, mar- 
keting, cost, cooking, serving, 
school luncheons. 
3. Clothing— 
Selection: planning of ward- 
robe, shopping, cost, making, 
care, repair, laundry work. 


80 OUTLINE OF COURSE OF STUDY 


NINTH GRADE—Junior High Schools. 


Domestic Art. 
Discussion. Laboratory. 
I. Hand Sewing. 
Involving plain and fancy Bags. 
stitching; rolled and whipped Aprons. 


hem with lace. 


Il. Machine Sewing. 
History of the evolution of 
the sewing machine. Under- 
standing of different parts of 
machine and hemmer, gath- 
erer, and tucker attachments. 


Ill. Embroidery. 
Satin stitch, Swedish darn- 
ing, fancy feather stitching, 
punch work, hem stitching. 


IV. Textiles. 
History of spinning and 
weaving. Properties and 
characteristics of wool and 
cotton. Process of manufac- 
turing of cotton and woolen 
eloth. 


V. Economics. 
Suitability of materials; use 
and cost. Economy in buy- 
ing. 


Vi. Summary. 


Enumeration and descrip- 
tion of plain and fancy 
stitches used. Comparison 
of modern industrial progress 
to that of earlier days. 


Christmas articles. 


Complete set of underwear 
of four pieces. Drafting pat- 
terns and making of. shirt- 
waist and skirt of wash ma- 
terial. 


Applied on Christmas arti- 
cles or garments made in 
sewing class. 


Tests for purity of fibers 
and adulterants. 
Charts made of results. 





SPRINGFIELD PUBLIC SCHOOLS. 81 


Domestic Science. 


Discussion. 


1. Introduction. 


General directions for 
measuring and care for 
kitchen and utensils. 


2. Water. 


Composition, uses, purifica- 
tion. 

Sources. 

Treatment of hard water. 


3. Fruits. 


Preservation. 

Composition. 

Food value, production and 
source. 

Sterlization. 


4, Carbohydrates, 


a. Vegetables. 
Composition and food 


value. 

Structure and varie- 
ties. 

Effect of heat, moist 
and dry. 


Effect of acids. 

Method of cooking re- 
lated to, composi- 
tion. 


b. Cereals. 

Varieties, composition 
and food _ values. 
Process of manufac- 
ture and adultera- 
tion. 


c. Sugars. 


Composition, food 
value, sources. 

Commercial varieties. 

Effects of acids and 
moist and dry heat. 


5. Protein. 
a. Milk. 
Composition, food 
value, 
Effect of heat. 


Laboratory. 


Inventory of equipment of 
kitchen, dining room, and pan- 
try. Lighting stoves and ovens. 


Determining temperature of 
boiling water, steam, in double 
boiler. 


Preserving, canning, jelly mak- 
ing. 

Observation of mold on fruit. 

Sterlizing jars, glasses, etc. 


Preparing of different vegeta- 
bles by boiling, baking, stewing, 
steaming, and creaming. 

White sauce for different pur- 
poses, prepared by different 
methods. 

Cream soups. 


Different methods of cooking. 
Use of fireless cooker. 


Experiments with different 
temperatures and acids, 


Candy making. 


Separate milk into its parts; 
make butter, make cheese, make 
junket, 


82 OUTLINE OF COURSE OF STUDY 


Effect of: pasteuriza- 
tion and _ steriliza- 
‘tion on _ nutritive 
value, 

Effect of acids. 

Care of milk. 

Milk products. 

Food laws governing 
milk. 


b. Cheese. 


Varieties, composition, 
food value. 

Value of bacteria in 
developing flavor. 


c. Eggs. 


Composition, structure 
and food value. 

Importance of albu- 
min, 

Methods of preserv- 
ing. 

Cause of decay. 

Effect of heat. 


d. Combination dishes of 
cheese. 


e. Meats. 


Structure, composi- 
tion, food value; se- 
lection, location of 
cuts. 

Effect of heat. 

Reasons for different 
methods of cooking. 

Use of left-overs. 
Meat substitutes, 

Danger in stale meat. 

Preservation. 

Cost of various cuts. 

Food laws governing 
meat. 


f. Gelatin. 


Source, composition, 
food value. 

Function in the body. 

Commercial prepara- 
tions. 


Welsh rarebit. 
Cheese souffle. 


Hgeges prepared in various ways. 
Determining effect of different 
temperatures on egg. 


Custards; boiled and baked. 
Macaroni and cheese. 


Experiments with tough and 
tender meats: 
Preparation of tender meat. 
a. Broiling. 
b. Roasting, 
Preparation of tough meat. 
a. Beef stock, beef juice, 


beef tea. 
b. Stews. 
c. Soups. 


Creamed meats, scalloped, fire- 
less cooker. 


Gelatin desserts. 


SPRINGFIELD PUBLIC SCHOOLS. 83 


6. Fats. 


Composition, food 
value, 

Kinds, sources. 

Effect of heat. 

Dangers in cooking 
from combustion of 
fat and expansion 
of moisture. 

Cost of various kinds. 


7. Combination of food mate- 
rials. 


Batters and doughs. 
Proportion of liquid to 
dry ingredients, 
Leavening agents: 
a. Baking powder. 


b. Soda. 

c. Yeast. 

d. Air and steam. 
Manipulation. 


Reasons for different 
methods of mixing. 

Manipulation of flour. 

Importance of gluten. 


8. Summary. 


Definitions of food. 

Classification of food prin- 
ciples. 

Temperature suitable for 
each class, 


Clarify fat. 

Determine temperature of dif- 
ferent fats for frying, cooked and 
uncooked meats, 

Make doughnuts, 


Make griddle cakes, muffins, 
biscuits, rolls and bread. 

Cakes; with butter, without 
butter. 

Salads. 

Beverages. 

Experiments with soda, sour 
milk, molasses and baking pow- 
der. 

Hot desserts. 

Frozen desserts. 


Determine proper temperature 
for various batters and doughs. 


Note.—Extra work is given in these schools when there is a need for 


industrial training. 


84 OUTLINE OF COURSE OF STUDY 


INDUSTRIAL ARTS. 


The aim of the instruction in Industrial Arts, as in all other sub- 
jects or fields of educational work should be determined not by the 
nature or character of the work to be done, but by the nature and 
needs of the student taking the work. This course of study is flex- 
ible. It is sO arranged that it meets the nature and needs of the 
students and does not require that the students fit into any set scheme. 

The shop work in the Grammar Grades and Junior High Schools 
consists of bench work in wood. A course in wood turning is given 
to all ninth grade pupils taking bench work. The course in turning 
is closely related to the cabinet work for the purpose of breaking the 
monotony of so many straight lines in furniture construction, 


Mechanical drawing is taught in the sixth, seventh, eighth and ninth 


grades. Emphasis is placed on the accuracy and correctness of all work. 
Neatness and speed are also very essential. The reading of drawings 
and blueprints is as much a part of drawing as the making of them. 
Blueprints of suggestive projects are furnished to the shop classes but 
the pupils are encouraged and given an opportunity to develop origin- 
ality in the conception, design and execution of projects. 

In addition to the above subjects concrete work, cobbling, electric 
wiring and household mechanics are subjects given to special classes 
of boys. These classes are made up of boys who are two or three 
years behind their grade and particularly those boys who will reach 
fourteen years of age before they reach the eighth grade. These 
classes are given more time for industrial work than the average 
grade class. 

Correlation and co-ordination of the industrial arts with english, 
mathematics, spelling, history, reading, etc., is carried on wherever 
possible and when time will permit it. Shop cards, which give a com- 
plete record of all shop work, including time, construction, produc- 
tion and cost are used by all shop classes. Part of the students time 
is given to work for school repairs, school furniture and many other 
things. The classes are conducted in a systematic, factory method 
way. Everything is made as real as possible. 

Reference books, catalogs and charts of various kinds should be 
available for all classes. Outside work and reading should be stimu- 
lated and encouraged. Many valuable technical books in the Public 


SPRINGFIELD PuBLIC SCHOOLS. 85 





Library should be calaloetied and brought to the attention of the 
pupils. Lectures on the various shop activities, methods, materials, 
tools, etc., add very materially to the value of the work. In addition 
to the lectures by the instructor outside professional and commercial 
men are always available for shop talks, 

Visits through excursions, lantern slides, films, and pictures to 
the many kinds of factories, industries and commercial plants of all 
Kinds are always very suggestive, impressive and exceedingly helpful. 

The outline by grades that follows is a brief analysis of the 
work being done in the Industrial Arts, 


SIXTH GRADE, 
Bench Work in Wood. 
Time: Three one hour periods per month. 
Work: Two dimensions. Squaring up stock. 
Stock: Soft wood. Given pupil near size. 
Processes: A. Squaring Board of Size: (a) Planing; (b) Testing; (c) 
Marking; (d) Gauging; (e) Sawing; B. Boring; C. Pencil gauging; 
D. Chamfering; E. Sandpapering; F. Nailing; G. Screw driving; H. 
Staining. 
Tools: Plane, Try-square, Knife, Marking gauge, Back saw, Pencil, 
Hand screw, Brace and bits, Sandpaper, Hammer, Nailset, Screw- 
driver, Countersink, Chisel, Bevel, Stains, Brushes. 


Suggestive Projects: 1. Cutting board, Sandpaper block, Paper file, 
Bread board, Coat and hat rack, Thermometer back. 2. Tea pot 
stand, Swing board, Rope winder, Marble bridge, Checkerboard, 
Kite line reel. 8. Counting board, Game board, Go bang board, 
Laundry register, Spool holder, Nine men morris. 4. Ring toss, 
Bench hook, Letter rack, Oil stone case, Floor broom rack, Cal- 
endar mount. 5. Magazine rack, Knife polishing box, Wren house, 
Nail box, Knife and fork box, Wind mill. 


Mechanical Drawing. 


Time: One one hour period per month. (More time given in special 
schools.) 

Principles and ‘Processes: A. Attaching paper; B. Layout of sheet; 
C. Kind of lines; D. Sharpening of pencils; E. Use of T square and 
other tools; F. Construction lines; G. Strengthening; H. Lettering; 
I. Dictation and copy; J. Dimensioning; K. Sketching. 

Instruments: Drawing board, T square, 30°-60° triangle, 45° triangle, 
3 H Pencil, 2 B Pencil, Eraser, Thumb tacks, Sharpener, Rule 
(scale), Compass, Paper. 


86 OUTLINE OF COURSE OF STUDY 


Suggestive Problems: 1. Construction line exercise. 2. Sheet for line 
strengthening. 3. Uniformity and accuracy sheet. 4. Sheet of 
curves. 5. Simple geometrical problems. 6. lLettering—single 
stroke vertical. 7. One view drawings. 8. Sketching simple 
projects. 


SEVENTH GRADE, 
Bench Work in Wood. 


Time: Three one and one-half hour periods per month. Double time 
in Junior High Schools. 


Work: Elementary joinery. Three dimensions, 
Stock: Soft wood. Prepared by pupil. 


New Processes: A. Laying out stock; B. Sawing out stock; C. Laying 
out curves: (a) Use of patterns; (b) With dividers; (c) By 
plotting; D. Sawing to curves; E. Spoke shaving; F. ChiSeling; 
G. Filing; H. Developing designs; I. Gouging; J. Grinding tools: (a) 
Plane bit; (b) Chisel; (c) Knife; K. Whetting tools. 

New Tools: Framing square, Cross cut saw, Rip saw, Dividers, Cop- 
ing saw, Turning saw, Spoke shave, Wood file, File brush, Mallet, 
Chisel, Gouge, Expansive bit, Emery grinder, Oil stone, Pliers, 
Wrenches. 

Suggestive Projects: 1. Elliptical bread board; Sleeve board; Clothes 
hanger; Blotter pad; Hammer handle. 2. Whisk broom: holder; 
Floor broom holder; Tooth brush rack; Towel rack. 3. Bracket 
shelf, Alarm clock shelf; Magazine holder; Sled. 4. Tie rack; 
Roller towel rack; Wall rack; Mail box; Candle stick. 5. Ink 
stand; Pen tray; Comb tray; Pin tray. 6. Egg tester; Camp stool; 
Reed top stool; Window box. 7. Book rack, Foot stool, Dutch 
stool, Lifting jack. 


Mechanical Drawing. 


Time: One one and one-half hour periods per month. 
Instruments: Same as used in sixth grade with the addition of irreg- 
ular curves. 


Principles and Processes: A. Review of lettering; B. Layout of sheets; 
C. Projection; D. Locating views; E. Title spacing; F. Copy draw- 
ing; G. Representing bolts, screws, nails; H. Sketching; I. Broken 
views. 


Suggestive Problems: 1. Single stroke vertical lettering. 2. Sheet of 
geometrical problems. 38. Simple project. 4, Project full size scale. 
5. Project to fraction scale. 6. Top view required. 7. Side view 
required. 8. End view required. 9. Woodworking projects. - 


SPRINGFIELD PUBLIC SCHOOLS. 87 


EIGHTH GRADE, 


Bench Work in Wood. 

Time: Three one and one-half hour periods per month. Double time 
in Junior High Schools. 

Work: Advanced joinery and elementary cabinet making. 

Stock: Soft wood. Hard wood for special projects by skillful workers, 

New Processes: A. Joint construction: (a) Butt; (b) End lap; (c) 
Half lap; (d) Mitre; (e) Mortise and tenon; (f) Glue joints; B. 
Gluing up stock; C. Chiseling groove; D. Fitting parts; E. Rabbet- 
ing; F. Hinging, (simple); G. Wood finishing; H. Tool sharpening: 
(a) Knife; (b) Spoke shave; (c) Screw driver; (d) Gauge point; 
(e) Dividers; (f) Gouge; (g) Bits. 

New Tools: Jointer plane, Hand screws, Cabinet clamPs, Mitre box, 

- Mitre square, Rabbet plane, Universal plane, Scraper, Yankee drill, 
Yankee screw driver, Screw driver bit, Draw knife, Saw set. 

Suggestive Projects: 1. Alarm clock stand, Automatic book Track, 
Plate rack, Pedestal, Stool, Canvas back chair. 2, Picture frames, 
Serving trays. 3. Glove box, Nail box, Recipe box, Tool chest, Shirt 
waist box. 4. Calendar stand, Electric lamp, Porch Swing, Porch 
chair, Lawn seat, Medicine cabinet. 5. Tabourets, Costumers, 
Hand mirror, Piano bench, Umbrella rack. 6. Drawing board, Sew- 
ing table, Ironing board, Serving table, Center table, Drop leaf table. 


Mechanical Drawing. 

- Time: One one and one-half hour period per month. Double time in 
Junior High Schools. 

Instruments: Same as sixth and seventh grades with the addition of 
dividers, and ruling pen, pen point of compass and ink where 
possible to do some inking. 

Principles and Processes: A. Short methods; B. Lettering (freehand); 
C. Projection; D. Working drawings; E. Templet or patterns; F. 
Drawing from freehand sketches; G. Drawing from pictures; H. 
Inking and simple tracings. 

Suggestive Problems: 1. Advanced geometrical problems. 2. Caps 
and lower case lettering sheet. 38. Simple projects. 4. Highth grade 
projects. 5. Projects for construction. 6, Projects for school. 7. 
Use of above drawings for inking and tracing. 


NINTH GRADE, JUNIOR HIGH SCHOOLS. 
Bench and Machine Work in Wood, 


Time: Two to three one and one-half hour periods per week. 
Work: Machine cabinet making. Design in advanced furniture con- 
struction. 


88 OUTLINE OF COURSE OF STUDY 





Stock: Cabinet hardwoods and some soft wood. 

New Processes: <A. Joint construction: (a) Mortise and tenon; 1. 
Keyed; 2. Blind; 3. Through; 4, Double; (b) Dove tail; (c) Spline; 
(d) Rabbeted; (c) Dado (dovetail); B. Advanced modeling; C. 
Drawer construction; D. Paneling; E. Door construction; F. Fitting 
doors, drawers, etc.; G. Hinging; H. Locking; I. Wood finishing 
(dull and high). 

Tools and Machines: Full set of tools, Universal planes, Router planes, 
Mitre box, Band saw, Circular saw, Machine jointer, Lathe, 
Machine planer, Sanding machine, Mortiser, Boring machine, 

Suggestive Projects: 1. Leg rest, Pedestal, Book stand, Wall cabinet, 
Dinner chimes. 2 Waste paper box, China wall rack, Fire screen, 
Three fold screens. 3.Plant stand, Combination costumer, Serving 
table, Piano bench. 4. Upholstered foot stool, Light stand, Jar- 
diniere stand, Umbrella stand. 5. Hall rack, Mission square chair, 
Settle, Morris chair, Dining chair, Mission clock. 6. Cedar skirt 
box, Dressing table, Library table, Writing desk, Buffet, Rocker. 


Wood Turning. 

Time: One-half of time for woodwork required for turning during first 
semester. 

Work: Spindle, face-plate and chuck turning. 

Stock: Both soft and hard wood. 

Processes: Cylinder cut; B. Square corners; C. V cut; D. End squar- 
ing; E. Taper cut; F. Beads; G. Coves; H. Boring; I. Chuck; J. 
Face-plate; K. Glued up work; L. Combination Face-plate and 
arbor. 

Tools: Gouge, Skew chisel, Parting, Outside calipers, Inside calipers, 
Sizing tool, Special point chisels, Slipstone, Rule, Pencil. 

Suggestive Projects: 1. Practice cylinder. 2, Stepped exercise, 3. V 
cut exercise. 4. Taper exercise. 5. Bead exercise. 6. Cove exercise. 
7. Practice tests. 8. File, chisel, gouge handles. 9. Potato masher, 
rolling pin, darners. 10. Mallets, gavels, dumb bells, Indian clubs. 
11. Rosettes, trays, rings, boxes, pulleys. 12. Legs for stools, chairs, 
Pedestal columns, and other combination work with cabinet work. 


Note. The large boys from the sixth, seventh, eighth and sPecial 
classes in the Junior High School centers will use the lathes. 


Mechanical Drawing. 
Time: Two one and one-half hour periods per week. 


Instruments: Same as all other classes and the addition of Bow pen, 
Bow dividers, Bow pencil. 





) 


SPRINGFIELD PUBLIC SCHOOLS. 89 


Principles and Processes: <A. Lettering (freehand and mechanical); B. 
Woodworking joints and sections of projects; C. Projection; D. 
Woodworking projects; E. Revolution of solids; F. Furniture de- 
sign; G. Turning projects; H. Inking, tracing, blueprinting. 

Suggestive Problems: 1. Single stroke and block lettering. 2. Joints 
involved in furniture construction. 3. Projection of prisms. 4. Pro- 
jection of projects. 5. Projects for construction in shop. 6. School 
projects. 7. Use above drawing for inking and tracing. 


SPECIAL CLASSES. 
Make up: Pupils in these classes are the large backward or retarded 
boys from all grades but principally from the fourth, fifth and sixth 
grades. 


Bench Work in Wood, 

Time: One, one and one-half hour periods per week. 

Work: All projects are selected specially to suit the needs of the 
pupils. As for as possible large projects of a very practical nature 
are given. The processes, principles and tools used are the same 
as for other classes. Great care is given however to adapting 
everything to the pupils as individuals. 


Mechanical Drawing. 

Time: One, one and one-half hour periods per week. This time may 
vary to suit the needs. 

Work: The principles, processes and instruments are the same as used 
in grades of like experience. The problems are selected with a view 
of close correlation with the shop work. All are exceptionally prac- 
tical. 


Concrete Construction. 

Time: One, one and one-half hour periods per week. More time may 
be given if the work justifies it. 

Work: Concrete work is given in schools where the environment, the 
nature of the pupils and the problems to do readily lend themselves 
to such a course, 

Processes: A. Study of cement: (1) Origin; (2) Composition; (3) Re- 
quirements; (4) Analysis; B. Proportioning; C. Mixing; D. Placing; 
E. Forms; F. Testing; G. Curing; H. Reinforcements; I. Coloring; 
J. Finishing. | 

Tools and Equipment: Shovels, Hoe, Pails, Tamper, Float, Finishing 
trowel, Pointing trowel, Edger, Jointer, Groover, Straight edge, 
Screen, Mixing platform, Measuring box. 


90 OUTLINE OF COURSE oF STUDY 


Suggestive Projects: 1. Paper weight, Minature building blocks, Horse 
blocks, Posts, ete. 2. Test specimens, rectangular, round, triangu- 
lar. 3. Walks, floors, tiles, slabs. 4. Horse blocks, Hitching posts, 
Fence posts, Curbs. 5. Troughs, Bird baths, Duck pond, Steps, 
Columns, Pottery, Hot bed. 6. Flower pots, Flower boxes, Garden 
seats, Sun dials, Pedestals, Urns. 


Cobbling. 


Time: Enough to meet the requirements of the work. 


Work: Given to sixth, seventh and eighth grades in addition to the 
special classes. Work to come from the pupils themselves or some 
younger brothers or sisters. 


Problems: Shoe soles, shoe heels, uppers. 


Processes: A. Cutting off old soles and heels; B. Correcting shape; C. 
Shiving leather; D. Steeping and hammering; E. Filing and start- 
ing work; F. Trimming sole or heel; G. Drawing guide and nailing; 
H. Rasping and smoothing; I. Finish by blacking and polish; J. 
Sewing and cementing. 


Tools and Equipment: Lasts and stands, Shoe knives, Riveting mach- 
ine, Hammers (two weights), Rasps (fine and coarse), Cutting nip- 
pers, Awls and needles, Edgers and slickers, Cutters and pryers, 
Compasses, Buffers (hand). 


Household Mechanics, 


Time: One, one and one-half hour periods per month. 


Work: Given to all classes of sixth, seventh, eighth and special classes 
of boys. It is also given to some of the eighth grade girls’ classes. 
The work consists of practice problems and problems found in the 
school and home. 


Suggestive Things To Do: 

1, Putting up curtain rods. 

Hanging and repairing roller shades. 
Putting up clothes hooks and rods. 
Care of radiators. 

Staining, painting and enameling. 
Reading gas and electric meters. 
‘Window sash glazing. 

Correct use of brads, nails and screws. 
Tightening machine belts. 

Re-covering screen doors and windows. 
Making and fitting suckers to pumps, 


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12. 
13. 
14, 
15. 
16. 
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18. 
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SPRINGFIELD PuBLIC SCHOOLS. 


Packing of faucets. 

Rope tying and splicing. 

Cleaning plumbing traps. 

Changing electric fuse plugs. 

Attaching electric sockets. 

Repairing electric irons. 

Soldering and repairing kitchen ware. 
Door bell wiring and changing batteries, 
Chair caning and repair work. 


91 


92 OUTLINE OF COURSE OF STUDY 


JUNIOR HIGH SCHOOLS. 
ORGANIZATION. 


Recently a wide spread interest has developed in what is known as 
the six-six or junior high school plan of organizing the public schools. 
By this plan it is proposed to divide the first twelve years of school life 
into two divisions, six of elementary and six of high school work. 
The plan further involves the division of the six years of high school 
work into two divisions, three of junior high school and three of 
senior high school work. 


This 6-3-3 plan is now in process of development in Springfield. 
One year ago a beginning was made by the organization of two junior 
high schools, the Feitshans, in the south east, and the Lawrence, in 
the south west part of the city. 


The work of these two schools, although of necessity somewhat 
imperfectly organized, owing to the difficulties incident to overcoming 
long established customs, readjusting district boundaries and remodel- 
ing the buildings, has proven sufficiently satisfactory to justify plans 
' for the organization of two more junior high schools in the near future, 
one at the Enos school and one at the Converse. 


The organization of the two schools already in operation was essen- 
tially the same last year. The day was divided into seven forty-five 
minute periods. All of the children assembled in a large asSembly hall 
which during the day was used as a study room under the suPervision 
of a monitor teacher. The day began at 8:45 and closed at 3:30 with 
a noon intermission of one hour and fifteen minutes. 


This year the Lawrence has adopted a five seventy minute period 
day which begins at 8:30 and closes at 38:35. The distinctive ad- 
vantage of such a division is that each period may be divided into two 
parts, the first thirty-five minutes being for recitation and the last 
thirty-five for supervised or directed study. This is by no means an ~ 
experiment. The most painstaking investigations in other schools have 
proven that the percentage of failures in such an organization is greatly 
reduced. Each morning the pupils assemble in groups of about twenty- 
five in the “Home room” with their advisory teacher, who keeps their 
records and attendance and advises them concerning school matters. 
About once each week all of the pupils assemble in the large asSembly 
hall, which will seat five hundred persons, for a short program. 


SPRINGFIELD PuBLIc SCHOOLS. 93 








LIBRARY. 


The Lawrence school is equipped with a fine library which was 
donated by one of the patrons. The Library Board is expecting very 
soon generously to increase the number of volumes which it contains 
and to make it a branch city library. When this is done the room 
will be open to the public each afternoon and at least one evening 
each week. The Feitshans school has already been made a branch 
library by the Library Board, and is open one or two evenings each 
week to the public. 


LABORATORIES, 


Both schools have well equipped laboratories with tables for thirty 
pupils, for the general science classes, which are very popular with 
the pupils. 


MUSIC AND GEOGRAPHY ROOMS, 


The music rooms are provided with pianos and victrolas and a good 
assortment of records. 

The geography and history rooms have each a Stereopticon lantern 
with several hundred slides and an outfit of stereograph, maps and 
globes. 


COURSE OF STUDY. 


The course of study in the seventh and eighth grades of the Junior 
High Schools is similar to that of the other city schools except that the 
pupils elect for a part of their credits either German or industrial work. 
Only the strong pupils are allowed to take German, which is taught by 
the direct or conversational method, only. It is now generally conceded 
that pupils who expect to study a foreign language should begin when 
quite young for the vocal organs then respond much more readily to 
the demands of the language, the language acquiring faculties are More 
active than at any subsequent period and the “Sprachgefuhl” is nor- 
mally and intuitively acquired. 

The end sought in industrial work is not vocational training but 
rather a pre-vocational training which will develop habits of skill and 
accuracy and tend to aid the pupil in discovering his dominant indus- 
trial talents which may be developed in the industrial school. Unques- 
tionably this work influences many children who are not interested 
in books to remain longer in school than they otherwise would have 
‘done. 

Promotions in the Junior High School will be made by the credit 
system, four or five recitations a week for twenty weeks repreSenting 
one credit. The advantages of this method is that a pupil who is weak 
in one subject will not be kept back but will be allowed to go on with 


94 OUTLINE OF COURSE OF STUDY 


his class. He will not receive credit, however, for the work in which 
he failed until he has met the requirements of the class to which he 
has been promoted. 


OUTLINE OF COURSE OF STUDY. 


7B 
Required. Elect One. 

Credits. Credits. 
pedi: cea) PE) 6 RUM ER CBE UL AD TA ORME 2 Cera Me ie sateen ate tie tate lelistenelets welts te if 
TA TICHINGCTIG oR ag 1 Industrial (Work) Soyo. Seite 1 
MOOR TAD i atere Mieren sey eval Gal alii te 1 
EY SLOLO SY Mercer ee ale ie wk ces % 

BB ESE Waa Opa aay Ge Egy % 
PFPA LIVE iy Wc ORS ona aCe tH Luna UR UNG % 
ENGUSEPIAL VV OTK Wee Gulae lei ailh A 
7A 
el See hoa Fe Wan An A aR Se I a yA LA 2 CEST AN es aie ala pahe hens anata tedleniants ty il 
(ATIC NVEUIC) ee wie slate na ts oleh eae 1 Industrial \W ork oes. 1 
GB its. Maio oe AES HD os, WN eee eae Hey BEM Ui 1 
VETS May Gis! aa tol Si latevaiel wi am lsseiya's % 
Drawing ei. ORRIN PRR AN PE 1% 
INnGUstrial WW ork we soa eeeree y% 
8B 
PRS TES EN ler ah! ahlalialane Uinertaltealitall ate 2 CPT UAT | f)))e ss elateias is elle eee oie ae 1 
PP ALIMITVEPT Gye leiaiarelt ial tulle eneneralin lal pile Wane Industrial Work ...... PRP OU a 1 
CFOOSPADINV (ek Wale Linas Cibleteha 1 
PRY SLOLOS Vile isle far vices wie teledeisie evels % 
IME SEC era ieny sia tal hep Vala aL % 
AD gsi tah al gia iek SUMTER HAL Aa ir a % 
THOMSEHILE MWY OT eee sie aa leelel yy 
8A 
ad Ona Chg aE OO REED Au Me tor 2 MOTIVATING ss) coaeonis dicts bined Mele ede 1 
IA IPDDVOTI Guile ioie cies tele ilels laremeieleretlal ig Industrial Work ...... Ba re ih 
LT CPS ML USE OT Yeu Gee a Face Sr, 1 
DEUS TOG Oe ale earls tere eas ated ily % 
DAWA Ses ale arene ietstene atenanelietahait % 
TNAUSENIALWiOlK ale siete le iolel ies yy 
9B 
Elect Two. 
TRESS EY eis sire ee caie ie Sica ane nara Loo a! gWE2 Hah a MU EN MRP yar Artes eM AUR AS MY ih 
WN e424 9 2 RUUD UE SIF RS AL 1 German. oe ea 1 
IMEI CW lihalatavallel Swcaieteiaiorsretal aie heitl ratte % Ancient: History i ede oe if 
Drawing ...---6.. eee eee nee. % Géneral Science ji yin ieee 6 | 
Commercial Arithmetic ..... a 


Industrial VWOLk fers erenatess 1 


SPRINGFIELD PUBLIC SCHOOLS. 95 


9A 
SES UTS Tete eis a a ake! «etna atae erotala 1 ROS Eo Viar iL Memea Suntn etait ers SAMbR RN) Sat) Rk Hp Yi 
POUL of alc Sipiaie siete Une lentin ala fae a Gera RG Rn BARN aia ania 1 
VEST GUM sratalaselel eta ater slelkas eduals eerie % ANCIOCNLE, ELISTORY Ci ieiieiels Werebeters 1 
Drawing ....--seeeeseveeeoess Y% General Science ............ 1 
Commercial Arithmetic ..... 1 
IMGuUustrial (WOM Ui ceind vetsialelaes af 





*English in the 7th and 8th grades includes reading and literature, 
grammar, spelling and penmanship. 


96 


(a) 


(b) 


OUTLINE OF COURSE OF STUDY 


HIGH SCHOOL. 
NEW EDUCATIONAL FEATURES FOR 1915-16. 


Supervised Study. 


The school will be operated this year on a four period a day 
plan. Each period will be 85 minutes in length, forty-five of 
which will be used for recitation and forty for study and prepar- 
ation of the next day’s lesson, under the direct suPervision of the 
recitation teacher. Under this plan there are no double periods, 
as all shop and laboratory work receive 85 minutes. There will 
be two periods in the morning session, from 8:45 to 11:45, and 
two in the afternoon, from 1:00 to 4:00. This makes it possible 
for those who employ profitably their time in school to have their 
time outside of school for other activities. Indeed, the lessons 
will be assigned on the basis of forty minutes concentrated prepa- 
ration being sufficient to prepare the following day’s lesson. The 
time outside of school may be used for supplementary reading and 
more extensive preparation, if desired, but it will not be com- 
pulsory. Under this plan the school day is longer but the com- 
pensation lies in the privilege of doing the day’s work within the 
school day. The high school pupil’s task becomes like the adult’s, 
a definite one to be performed within a definite time and under 
supervision. 


Possible to Carry Five Subjects. 


In working out this supervised study program, the schedule 
is constructed with five periods, but each one of these periods is 
omitted once a week, making the four daily periods result in each 
recitation appearing four times per week. Forty weeks of forty- 
five minute recitations, four times per week in any Subject, is 
equivalent to one hundred and twenty sixty minute hours, and 
consequently satisfies all college entrance requirements. Pupils 
will therefore receive four units of credit for four subjects as 
heretofore. 

However, as five recitations four times per week is the equiv- 
alent of four recitations five times per week, Pupils may select a 
fifth subject for additional credit. The objection formerly made 
against a pupil carrying five recitations is removed under this 
plan, for no pupil can recite in more than four Tecitations per 
day and if he carried less than five subjects he would be carry- 


eS 


SPRINGFIELD PuRLIC SCHOOLS. 97 





ing less than twenty recitation periods per week, the uniform 
requirement in all high schools. The taking of the fifth subject 
makes it possible for a pupil to earn a fourth more credits per 
year, thus saving a year on graduation, if the pupil is ambitious 
and needs to economize time. However, the majority of pupils 
will not be encouraged to graduate in three years, but rather to 
take a well rounded course during four years. For example, 
pupils who take college preparatory courses seldom find opportunity 
to take some of the non-academic subjects, such as drawing, cook- 
ing, sewing or shop work, because of the demand made upon their 
time by the academic subjects. Pupils under this plan are advised 
to make the fifth subject a manual or art subject and so round out 
their education. On the other hand, pupils taking non-academic 
curriculums will have a better opportunity to carry some of the 
academic subjects heretofore denied them under a four subject lim- 
itation. 





REGARDING CURRICULUMS, 


Meaning of Curriculum. 


A curriculum is a systematic and purposeful arrangement of 
studies over a definite period. It contemplates the fitting of pupils 
into certain grooves of scholastic opportunity for a definite period. 


Why Curriculums are Important. 

By arranging a series of curriculums, the school undertakes to 
advise every pupil who enrolls what definite preparation for life he 
may. make. Every parent and pupil should study these schematic 
arrangements of studies, as they afford the best. possible advice the 
school may offer. 


Curriculums Should be so Made that Pupils may Move from One to An- 
other Without Serious Loss of Time. 


It will assist the parent and pupil in making a choice of qa cur- 
riculum to understand what principles operated in constructing 
these curriculums. 

Two groups of pupils were considered: (a) those expecting to 
enter college, and (b) those not expecting to enter college, or who 
are not sure that they may or can enter college. 

The second group is considerably the larger in every commun- 
ity, and yet the majority of high school curriculums in this country 

y are planned primarily to meet the needs of the first group. In build- 
)) ing the curriculums for group (b), it is arranged that a pupil choos- 
ing a non-college preparatory curriculum may later modify it to 
meet college entrance requirements, provided he make such modifi- 

cation not later than the beginning of the third school year. 


98 OUTLINE OF COURSE OF STUDY 


Variety of Curriculums Determined by Community. 


Of course it is understood that the builder of these curriculums 
is limited by the program of studies the school has to offer. This, 
to a large extent, is determined by the demands and visions of the 
community. The introduction of manual, household, and expres- 
Sive arts into the high school program of studies illustrates the 
influence of this community force. 

The enrichment of high school programs with vocational curri- 
culums is a growing social demand of the time, and although their 
introduction means added expenditure of money, their ultimate 
establishment is assured, because society will eventually demand 
that the larger group of pupils who complete their scholastic train- 
ing in the high school be prepared either to fit or easily adjust them- 
selves to some definite occupation or group of occupations. 


Kind of Curriculums. 


An examination of the curriculums in the Springfield High 
School shows that there are fifteen, of which six are college pre- 
paratory. Five out of the remaining nine, two general and three 
special, are capable of being converted into college preparatory 
curriculums without loss of time to pupil, if done not later than 
the beginning of the third year of high school. Should one, how- 
ever, finish one of these five curriculums without considering col- 
lege entrance requirements, it would even then be possible in three 
of them to enter college by being conditioned in foreign language, 
and in the other two to enter by qualifying further in mathematics. 


Two Year Curriculums. 


The remaining four of the nine non-college preparatory cur- 
riculums are arranged for pupils who do not know whether they 
may remain in high school four years. They, too, are so planned 
that should the pupil wish to begin a college preparatory curricu- 
lum, it may be done without loss of time. All pupils who finish the 
two year curriculums are given a certificate, while all pupils who 
finish any of the four year curriculums are given a diploma. 


What Curriculum Should a Pupil Choose? 


This is an important question in many a household and the 
school is asked to advise. These series of curriculums constitute 
the best possible answer the school may make to this question. 

If it be known that a pupil is to go to college after completing 
high school then he should choose one of the six curriculums which 
prepare for college. Which one of the six may be determined by 
studying specifically the contents of each and considering the pupil’s 
particular ambitions and aptitude. 


4! 


SPRINGFIELD PuBLIC SCHOOLS. 99 


If, however, the pupil belongs to that larger group which is in 
doubt about college entrance or finds it impossible to determine so 
far in advance, then the pupil has the choice of two general cur- 
riculums, or three special curriculums, capable of being converted 
into college preparatory curriculums within two years of the time 
of graduation. It has often been observed that the pupil who chooses 
a special curriculum because of present adaptability often dis- 
covers the real need of higher and technical training, and sets about 
to secure it. 

Plan and purpose should enter into the choice of curriculums, as 
no curriculum in itself possesses virtue, no matter what its name. 
Thorndike’s principle is applicable here: 


Thorndike’s Principle. 


“It makes no difference to the world who is the most gifted 
one in ten million children—who gains most, next, third, and least. 
To the world the only matter of importance is that the gains should 
be great. The race of civilization and welfare is not run to see 
who can go furthest, but to make all go as far as may be.” 


General and Special Survey of Curriculums. 


A general survey of all the curriculums offered and a special 
description of each is herewith presented. 


GENERAL RULES. 


1. Regular work in the school consists of at least four studies each 
year for four years. Each pupil is expected to carry regular work, 
unless special arrangements are made with the principal to do otherwise. 

2. Studies should be taken in the order in which they are arranged 
in the curriculum which the pupil chooses. 

3. The number of credits required for graduation is sixteen of 
which eleven must be academic. The following have been prescribed 
as follows: English, three; Mathematics, one; Science, one; History, 
one. 

4, No credit will be allowed toward graduation for a part of a 
whole-year study, nor for less than a half year’s work. Music and 
orchestra work may be taken each year and credit is allowed for it. 

5. Those who are preparing to enter some particular college or 
university should arrange their work according to the entrance require- 
ments of that institution. A number of the colleges do not give credit 
for one year’s work in a language. One should not take up the study 
of a foreign language unless at least two years’ time is to be given to it. 

6. Work done in other schools of the same grade will be received 
and given credit according to the time spent upon each subject and the 
amount of work accomplished upon statements properly filled out from 
the school authorities where the work was done. 


100 


OUTLINE OF COURSE OF STUDY 


A credit is given for a study that is recited one hundred and twenty 


sixty minute hours per year and requires outside preparation for the 
school year, or the equivalent of such work. 


PROGRAM OF STUDIES. | 


(Academic.) 


Groups: 


A. 


B. 


English. 
PMNS Oe LOL Me ari ger or tne 
Mathematics. 
Algebra 9’, ”; 11’; 12’: General Mathematics 9’, ”; Geometry 10’, ”; 
11’: Trigonometry, 12’: 
Foreign Languages. 
Latin: 9’, HAs 1.0%, me 1h (hs 1 27 use 
German! IS TOG kee y Ia ioe i Baltes 
French: 9’, he 10’, if Pt if a2" thin 
History. 
Ancient 9’, ”; Med. and Mod. 10’, ”: English 11’, ”: European 
1 ee Oe SS elistory 12°: Civics 1272. Heonomics 12”,"73 
Science. 
General 9’, ”: Physiology 9’: Physiography 9’: Zoology 10’: Botany 
10’, ”: Physics 11’, ”: Chemistry 12’, ”: 
Normal. 


Reviews and Pedagogy 12’, ”. 


PROGRAM OF STUDIES. 


(Non-Academic.) 


Groups: 


G. 


Business. 
Penmanship 9’, ”; Arithmetic 9’, ”; Bookkeeping 10’, ”; 11’, ”; 


Typewriting 10’, ”; 11’, ”: Stenography 11’, ”; 12’, ”; Commer- 
cial Law 12’; Commercial Geography 12’; Economics 12’; 


Civics 12’: 


H. Manual Arts. 


Mechanical Drawing 9’, ”; 10’, ”; 11’, ”: Mechanical Drawing and 


Woodworking 9’, ”; 10’, ”: Cabinet-making 10’, ”: Mechanical 
Drawing and Forge 11’, ”: Mechanical Drawing and Machine 
12’, ”: Machine 12’, ”; Arts and Crafts and Freehand Drawing 
i" Arts and Crafts 19% e “Printing 90071 kO owe names 
es 


poe ee 


x 


SPRINGFIELD PUBLIC SCHOOLS. 101 


Household Arts. 
mewitia: DNs Tes Cookin 104 Ta as 


J. Expressive Arts. 


Public Speech 10’, ”; 11’, ”; 12’, ”: Freehand Drawing 9’, ”; 
10% Ww 11’ ES 


K. Music. 
L. Physical Training. 


I. COLLEGE PREPARATORY CURRICULUM. 
Offering Two Foreign Languages. 


Some of the eastern colleges require two foreign languages for en- 


trance. This curriculum meets every requirement. 


ict ache oa ope ordain 


He in PR alee 


ile ec Be Fe 


First Year. 


EU VASLIS TER ee oo eiehratclc eak op ga Cia ate staal ate diate von Geks ene users wet Me! w abate ad cn aNOA Ue OFM, 
GALA oe eMart ee aWan ererate tear ailteat ys abelia eae toll ets Ua S tohane CUMS Volincle fa Bole eRe UnN eo ete Oe 
CDT PN Ei ahh War wh nieat Saal ee ie) ghee) a ay ere ig NBUL IG, a Rich aad Mores anh ur ule URN Na Macs gf. 
ALOT EPESLOE Ys re ca cus oan aural aiael wel wi areiela Ghytaleo pls iel Bets lalnian nav esa toc Oe 


2s 5 FED UE AE ed TGR SOSA Dabs een LR Ne NN rt CR len) AOE Lon) 
CATE ie eras dete la eae ley Meets etn eT US dee a eel cla Ann Pan diese Mh ally 1c iL eR EN LOR 
COPING OTT FP POMGH ed oa ralsiee Garten aronaie rat atoteme heii mean "elena tal. dau evar ae nari 97). & 
GLEGEABUP YH arate ie ay ie ara el ale ieee da. coger wre OA ANUU aeerane A Wc mOuM aa VME LOM, 


Bebo 4 EC Ta eR AN EL ME OE EM Pe LAA NO ale HR UE by A i IANS ey: 1 i shay 
ETAT erases ea lay eee Mado liche ace ta ake arenes erataesciga eee nenittene GC 7 cyl na iad aaacven eam tang TLE 
CPSLIN ATL OF TON GE a Wea Nate kl del aes daaliditia Duet hot wel glean anDA We Meat aie Ore a 
IDV SIGS Oo stein Oda e kainate ha ener Nera ak ig shoved rant tars ect ia larg) Magra a ze hd 


PORES EAGT pi ss ieee aah tN AMG deel Are had ASSIA Gt alg) Sha H RUNS Ne gl a2 sans eR eg TZ 
SA ELM rare orn art aratarel ils chactel elanene ciotahate aVolsitar okated etalvcuaneneatehial otal eter ane a ot a? & AIP a as 
ELTA OM MENG oe col aerchaiaene ol iattchat ot Sib nate alate ship MUNNURUR aT gate ge 
PAM OUITE Bh eh Meee a aE eae a ala Nase ACER AED teen uttUh gh werent fares CR EMAE TRL SUE BUH Up ore 11’ 


EBlect one-half additional unit from any group in the Program of 
Studies. © 


Il. COLLEGE PREPARATORY CURRICULUM. 
Offering One Foreign Language. 
First Year. 


PTL LESSER ile teh Peekas clas abate onstqatataav ated varet anal aia Pateralanalaleiel at steht hie Gila! atei al ates Sad 
Tea tie OF GOLIMAW OL EM TOTIC Hui siuia/aleve tala a laland etd laltene a peialeldilal at Maraia'y Qe 


102 OUTLINE OF COURSE OF STUDY 


ARE NE E22) of : MORO ND Ran CHEN PRS ICS SL CLMINPN ah IN la AM mA INC KY 8). Pate POU NIE Vly We May 
General SCHEME ire Sik ee Se ele Crete REE I LUC onie Ie Hehe nchile Wat ecient eet eae hee 





Ee PEI LEST NAN ce i LO ere ta MLL ARAL ON dot ati tat a 2 RHEUM ca ae 1644 
2.) atin on German?! or Frenehios Tey wns Bey) a i eta ey ele he ee 10 Sic, 
Be dg HEOMIOLEG lic wg ior 9. sie Wesson ieee leeeN pl lary aiusta wie tL Bele ne MS aC es LU a LO 
427, COUPOPean SHISTOR Ve cles eae aie eee RN euu Me ried Lease. LOMA Ui) Bala oR hen 
Third Year. 
s PRIN DOF os § Ro] « AMM HO AR OG ep nai Wh ALLA Da UR URY A Gane eli Pa ye Stalk i ba Rf 
2) Latin or German or (Rrench uci wi es ee viene alee ee eniainae Lit 
Bo" -PRYSICA). ies us RN Sard MLS aie NEM MEME Way st AS oR NAL Chay on mR MBO ELA Cyl h2 ob ug 
or 

ZOOLOLY; Us 2 UBOLADY, |e SA a UO NT ea Pa are 1034 

CBA Fo <] 4) as WORD Ty APRS eet MRA MR SrA FIED Eoin ROR ANA M2 OE an Lb Ipc ae od nl: fe 


5. Elect one-half additional unit from groups D or E. 


Fourth Year. 
ARIE Oba tag 6 F<) 4 Wbpeew ti cite ey MUiC eure Ha I ea ROBISON CUM TALE ith Nat/ a MAG Meni MRA ew lly Mm ne eis 


lll. COLLEGE PREPARATORY CURRICULUM, 
Offering Four Years of Science. 
First Year. 


BALIN OF 0 Tg C2) « Meare aN CU AL ad DUS ETA SANA LS MSE CMTE MAN) Ve IS OMS RI Qc a Sr es 
DS ONneral SCLENCe ee ie os SoU EN a POLY ee ee tei ayn, Sue eee gi acne a ete 
BLAIS CD TA i ENE Mey Ca ck ROPE See HOLE YL COI Uk koe Sn ee A Ee M8 Of 
Ai SW PCCHANG DPA wire y's 6h 6 cae WW ecules Wile Dee Rute Wiel ch JO COL I aay ea De Ore 
Second Year. 
PWR ISH Oe uaa einiala lark Beebe id be lage bAe ie op islabla tetenie gill ina Ll wert ace aan 5 nd! 
2. \ZOOlOeY, Ae} ESOCATLY GS 5G ae pe Nw epee ara Ba uw ae ear ete Riaih fg orang 10’, % 
SB.  MEBOMBUTY CoE arin ek 6 ele oreo ade el cig ate wiaM ite alae aaa en ECMO iL an ae aia 107..." 
4. atin tor; German or’ Freneh) oo payee ails Pik ciel ee Ae oe eaten OF nga 
Third Year. 
AGU <>) et 2) tf o MMAR ae BROOD AGO WUBI ESIC PNT SHIR DOMME TAL SATA ITIR GN «THERA. oA) IMs) Ved nie ita 
BMP NV RICH iss), «ule daeleaniene Renee tener ee ee eee teen ete neewenes Lae % 
3. -Buropean -ELIStor yy eld Sey OR RROD ae ol AE I a a ra 6 Led i 
4; Latinor German or reneh ore oe epee Shi oh saan es hae LOR j 


LAG TREMIStE ya ora ela nc rea Ne USA TNE St Ao eh ee ie 
2. WA renral ey aC uae eg i gible ieeaie Grail ilar aha ta Ghdathd ties” WAL ee a ea UO ee Mee 


= 
4 § 


38 and 4. 


Poo 


99 BO be 


be! 


mek 


SPRINGFIELD PuBLIC SCHOOLS. 


groups A to BH, inclusive. 


IV. COLLEGE PREPARATORY CURRICULUM. 


Offering Four Years Mathematics Necessary for Engineering. 


First Year. 
English 
Algebra 
General Science 


English 
Geometry 
Latin or German or French 


English 
Algebra 
Solid Geometry 
Latin or German or French 
Physics 


Trigonometry 
College Algebra 
Chemistry 
European History 
Elect one additional unit from group A, C, D, E. 


V. COLLEGE PREPARATORY CURRICULUM. 
Offering Four Years of History. 
First Year. 


BONUS oie sna t ce yi at alin Costs bal Sets va foveal) SAAT ome bar Ooh SCHED 2s en TUT 
TARCLENE. EAISCOL Vere es Rose ae Woiarce tate Maheoiay mena hea esoe We ee nae RV Uti a, 
ATED VET Sin aie el thal ty slacevetaletaretare aie coat alana ia seth ea iauetavune token ec Minad aay 
Latin or German or Brenen eos os oer oes neuer scene eee 


Second Year. 


OS Chg BT) se RM RR UTR A Babee LPS AL App URE LMM RGD co SUN NUR 10 NOS afH1N 
MCG ANG MOGs VISTO YE VAs Ia iia ae eiercns erie Stale arses te OR ia Valent 
CSC OTIOEIY, FalBee al a een clera akon sud chats aue tera we alee jenen Weaker ad ieecaet Manure he NNRGR Man ne 
Latin orsGermans Or Wrenn ee are ale wae: wisnes ote 4) ge lale aan a ae 


eee er eee eee eee eee eee tor ee esos eee eee esse eer eer eee eeeen ee 


eoecw ee ee eee eee eee eee eee eee eee eee eee ee eevee ee eee eee ee 


ore eee eee ese eee see eee eee eee es ee ees eee ee eer eee 


Ce ee 


eoceser see eee eee eee see eeessoses eee s eee eee e eee eee eee eevee se 


ees ere eee ee eee see ee eee ees eee eee esse eee ee eee s eee eee 


ee ey 


ore ee eee eee eerer eee ee eee 


eee acer eee eee eee eee eee eee eee eer seers esses eee ese eeeeeesee 


Ce ee e } 


eecereeceeer ee ee eee ee eee eee sees eee eee sess eave ees 


ose ee ere re ee reese es eeee sree eee oes 


eoeee reser eer e eee eee er eoeeee eee Fee eee ereeseerereseseeves soe es 


eoeerer ee eee ese eee eevee ees se eee ees eses eee ease een eee 


eee seer eee seer eee ose eee eee eee ee ees eereereeeeeeee 


ese ee eee ee ees eee eeeer ee eereoeeseee eee ees eee ree ees eeene 


eeer ree aes eee eee eee eee ee eee ese e ese eseeeos ses 


103 


, 
An 


Elect 21%4 additional units, 1% of which must be chosen from 


a 


uy 


, 


4 


” 


La 


Le 


” 


La 


” 


104 OUTLINE OF COURSE OF STUDY 


bo 


mo Ne 


eee a oe 


Third Year. 


ROTEL TN ho (aie) sata eee tow Paketavalepre tatiay Blau erlacshal ns SuSE IL) SU IMAne KI 2) TOS es A Tit, 

English EIStory. se lV aaa Ue eke a ls etc Un RI eae 1%, 

PPAR VISES ices tld eine ete © pal atta Ve tar aot Cite) Suc LU Ban eee He We ee amen a 11% 
or 

ZOOLOR GV 4: He's BROLAIN Vy (5G ie tet ee ichehane ib yates te denis alee ee earn nes Rae ec nanty aE 10’, 

BWW 4 oy 8 oc Mu ABA SMS PCA PI NEDA UA SU NCAP RM A A Conta oi OCT Pe AL tig ic SANA NA 11’ 

FUCOTIODIICR Fein Mala momar sda lk ete Tea al Bua tate Mab eea tae ORAM ae arian AOMN. at RTL He ee 12’ 


POD LES sn seule ctuese ver eile abe Rous jebetacattete Me elegahsiie dete Meya oe: eV emetaneynien aya Uateistiele iat tst ake Age 
TTS So WET ES EOI) V6 wis ae aod ele taiieewtae a atcoh Woe lepatar st dane te ny putea ea ee Re 12° 
CV UCRS Ha ES TO Sree UAR ae EVR ae stint AEN Ua alte Gell wea egy aie yc 127 


wr 


and 4. Elect two additional units from any group in the Program of 


Studies. 


VI. COLLEGE PREPARATORY CURRICULUM. 
Offering Normal Training Studies. 
First Year. 


yi eh Ochs RP RR nah al ed ORAM er WIA MAYOR ENA SUM A UMN Du aamage Sue talc, 9’, 
PW Patel 4) of: BaP RL Mn a EU URINAL AAT CCU RRC NEMA OPN ME MAND Sit end 3 iE Rt 9’, 
GeENSTAT SCIENCE) oi lee ele ee era cae tts teen gah Pn eae ae Li 
Mreehand Tawi es ae wet culated ku otaeeultacdiaReeae We eee a tn MAU area 9’, 
Second Year 
1h a hab Ros RHA OA, a RO EM ML Ray ELON N ICL ER URE WOOL BE Drag utaut shi 10’, 
ROM GED Y 8 ee aie ee aie bigs ale vabavony NMA SRURUn DING failed Cn GR aM eat gE 10’, 
VOLO RY, Nahe Fe Seay el ET eg an ic CNC ARM Da Gh OL AAR a 10’ 
aD Tosa chs higate VAMC DMR mia ie Leen WM rel VEC OLE NMG ase otaleay eC Sep. 10’ 
LON bs OL CE OV US SMO ARE MO EE OMT CER ATeR ) CA te a ha ee 
Third Year. 
RU Shy il ye vig taraaee Pe Raabe le eR Riteua ee Cpu MATEO e) tilinar glist a RLM ese ne Gea A a ta ks 
TLR a es alge Dede icstte at a awilae peice ILM Faller AN a hg agree) Sure Aa eR 10’, 
Buropeah PIStory ioe Ue ee ele Ma eset ie S/n lu la UNC Cr rr ae ate a sa hee 
PPV BLS ee eee IN UNS aE Oe tae are NICAL, DM at Leer ear Wc Ma bly 
Fourth Year 
FREVIOWS (ANG PEGA OSV ie bic Me elie Cie deed ta call ba Gil ataluce ep ona marta ae 1.27; 
TS EISEG EY IG ae dares Med kal a Oidatee bmg AU ne Ge Ve MN ad Paha 12) 
Os big Ver: ah: ¥ Se SNR eb We ERM Mle pp Cnn, AME a AL Cn MP dra dT 12/ 
PTSD PAYS ale Nie ponte RCE Ue is eS HEN Mi RRL Re RO a a 117, 
Domestic. Sclence 27 eee eis bak eho eM ee UEC celle tie ci eene ae ene 9’, 


Elect 1% additional unit from groups A to HB, inclusive. 


A 


a 


y 


” 


lia 


“ 


a 





SPRINGFIELD PUBLIC SCHOOLS. 105 


Vil. GENERAL CURRICULUM. No. 1. 


Convertible into a college preparatory curriculum if a foreign lan- 
guage is taken during the last two years. 


First Year. 


PME PULU SR ALOR Nia: 04. 6! ahayrel| Sa are ghee a ae a op aie) aaoauny atg Wats eR ana gam hee AE ai Of ne 
CATA EO IER Wnty) Bai Ae Tym TN ts iar DUCED MU REMARe TOR Nye Cirtentss AUN, feta EER Nan an Ott 
SM TOIOPA LN SCLOTICE SC BU EN mA Meme Ton Gh ig th VACHE W/L SA tt ACH ae ee Mel 
SPL COHWATIC | OPA WANE ial Ue cena ag: a: eal Hoke ara aN angi grein ck che nat at aha Sau ie cen ignd Qe Lea he 


WEEP ESOS PPSTI oe eich eps hace Giana goa wh Gti HM ee a eal ania nc A WG Sel ae LO 
i.) TET a ra 4 4 gig ee OBC SRM ON Dep UO th MD BAR eR ON Se eo a a DUP dy Aa Al eee hf 10s 
See CATOLOSLY fees Mc iad ug aa Salle alle etic urea Mea eH EDU MBN TMG Bal HU Raa rai Ei 10’ 
SUSUR LOY Cte Oe Fra Vee OSE Ur Sra a Mts AN een Nal Ca ar VOU Ee ate rah at 10’ 
AOU ODOT \.ETISTONY hes Cees sie MMU yin aer cae SUE R Ui ines area a CEG ia ds fae hs 
Third Year. 
DMEPROTASULS EY whey oe Sak Sake Soy nen MONCeS eNO Git ii uth Tu Kiedy 2 OU Cestotine Se RV 1 we Eleva 
MME LEST cis wali hore x Llama se Sy te GA ee anol ae ate ve: Na Md, ULM AL UAC ROR R ates pis Yee 
MEG Peay EL URL Vise ae so eo ial at (a RRR CAM an UME Fol griae Uc har ai elres CEN VRC eaten RIERA, Hot 
BALAN AUC Re Di TD de Ma gt SOL CD Ng a hs Legh pa SG 12° 


4. Elect one additional unit from any group. 


Fourth Year, 


MSR ETT LEST Thee ek eek eee SN ey ska AP EOL Ap ae yl COMO tm IE Le en Uhm CU OH GAR) ka Raa oh) 5 Ipaee 
SPR EAC AT CAEXM ECS Ue, alle peer atena’ Niall means Give azel eau amensMenlars NEccuR ROI Ye ie. aes/oy a CARER Ge UR iy Daa 
38 and 4. Hlect two additional units from any one group. 


Vill. GENERAL CURRICCLUM. No. 2. 


Convertible into a college preparatory curriculum if mathematics 
and foreign language are carried in the last two years. 


First Year, 


MMU EN TUEULSLU oye 5 alas oh ds ie alee ak olin belo Sha) ah Ural ahah at phil Seatah oh ach al dah ala) A ANGEOA Lia (ut, Hae Omit 
PM OGENETAD, MAtheEMaticd ? sae Noelle Bie slate Sa Holds DD Ns RAE Sh heey an Orne 
GMEECETIOLal CLOT CO We. cles Miah sie Mie Rete hig STL ha fan Shget Od a AGI EOE, Otis 
SOG MCIET i ELIStOLY Wiel c 1o. Chie el ae aac Roa ate eles anton ela ima ORSON E Lah Fo UEUae GE Raat ea 
| Second Year. 
PAS i Ds oY ap OC) 9 We Une Ne I de AE ahi CRG WN DE HTL EMM ec ML ARB apy TNL DD ar yy LOZG 
TEE eC LOSSY pss SHR Ne te co ae we Fata ahah got oye Simi Re SiaHa er ac eile: wate mtg ag aera gee anu Ornay S 10’ 
ES OCA TAN a eC hs ce ONE er MDI, aaa ly eee EK Diane) Cate LIST ane Bheeunan bau 10’ 
SO NT ACEP ATL OG yy EALB COE YE Talc fata ed ol Wala) aroha) cia) ahobat eee aMeley a latel a esatm meni. LOY 
or 
te SY ELISE ORY iy cx ee recn Ga wean achat iad aeaneiatenet es oi gta al eM sucien a. (ma Ket ene EL 
MORO HPC IN ATIC CMTE WV LET StU ys etre he hl euseet iar rar alibtaual bray iat y Lang ge J Due OF um 


106 


ee 


me oo ho bt 


oo be be 


go Po 


3 


ranere seas 


FP SH ees ae a Cae Peete es aT A eT tC oe ST re ote a AP OO Se AI NRT UC be be 
PRYBICS. OUR he are SES NCE mC hAMmOR RCA GRE TO NEN. tea lth ATs 
TPS FHAStory. ics eR ae Wath US ae eee SS aa 12 
EVA re EN OA US LA USE LP AN ea REA Dp a Oa 137 
Elect one additional unit from any group. 
Fourth Year, 
Ur ot =g bE) eRe RR LONE WALA Rial ICR iia RED Ly gM UME ON MUTL dba Umerr tele he: Auld 12% 
FIGCOTOIMICS | 75) is eleaes eile. Hig eee SEUNG hee Renee Ne eae Oa ace de POL pba 
and 4. Elect two additional units from any one group. 
IX. SPECIAL FOUR YEAR CURRICULUM. ' 
Offering Manual Art Subjects for Boys. 
First Year. 
FON SSR ers cei woes SR phe We wh Rk OUR eG Mae Re Ron ot ge RNS ea ea a ea ae 
DUE -<2) 8) ys LER MIM MIME IAL eM MMR Um RRC BLED oineliad ry a MID Chee i ean 9’, 
FE reChands Drawings. seis cies yo sible ala oc arate Rectal ae) Utne nye aeRO 9’, 
Méchanical Drawing ‘and: Benchwork.. vy ee ee ee 9’, 
Second Year. 

BD ated CL} c Apa it ULM NSA IA AEM ante IMR le LOR RE dM ema ys Ba ole Dic, fk 10’, 
LOOSE is eS IT OT UP UR MUAE M TER TL TIN ORO AUREL Qn et 10’, 
Woodturning and Mechanical Drawing ..............0...0008- 10’, 
HUTrOpean VEIStOry (5 ey Pe ee a Sees AH ey rs MaltLaeal cited | ee hoe ee 14°, 
Third Year. 

BDF oF -# bY) 0 GEAR eat ON, Cae MUS Oi MEO MARRY NYL Maia yy Se MYR EM el / ui tic VDA als cot) fee J ph Ud 
PRY SIC ee eee ae ee Uh Ar Oral COLE a a aera ce Agta aa 11’, 
Forge and )Mechanical: Drawing io ii-:. i s)c.e cae ous oe ee ed sik eee vee nh hh 

Elect one additional unit from groups B to HB, inclusive. 

Fourth Year. 
FGM UBT es eee! Mathie absent’ me Bieta ale Mat LORI nE) Sa Ae eS ae ne Bie 
Machine: and Mechanical, Drawing | os 6 oocbiele katie sisle datos 12, 


OUTLINE OF COURSE OF STUDY 


Third Year. 


and 4. Elect two additional units from groups B to HK, inclusive. 
Note.—This curriculum is easily convertible into a college prepara- 
tory curriculum by carrying a foreign language in the last two years. 


English 
Algebra 


Freehand Drawing 


Sewing 


X. SPECIAL FOUR YEAR CURRICULUM. 
Offering Household Art Subjects for Girls. 
First Year. 


eee ecw eee eee eee eee eee eee eee eee eee ree ee eee eee eee eeszeeeee ee 
eoreecee ese ees er eee eee eee eee eee eee eee eee ewe ee eee eowr rere e ee 
ee) 


eoeeeee eee eee ere et* sete eeee Feo eeeeereeereereseeeereee%t ee eeses * 


La 


ue 


“ 


“ 


wr 


é aad ) 
ie A} 


SPRINGFIELD PUBLIC SCHOOLS. 107 


Second Year. 


WENT ANA SE ERIS ED Cy actly MTA o nN aac aT NGF STUD BURL ARPANGA Ucia 48 tk eA UC a WR i a Na ae 107)" 
ee GOLIVELE Mle OU ig aye Ritossa RMR a eu s enNC RR LEAR HY Cay mina Sel LOC 4 
MTU LODOAT 1 ELISLOR Mia aie hd SPAN aA PNM coho Wide “hal amt) (NUR MEMO RNa aY tank Miieul tut 
TET aa 2a a Be 8 af UREN ERS RATES I UN eA ARs NSAP LR) TS RP RECA RAI ws 
Third Year. 
Pi PGAUSARS EL CAA tural de UL uate te nial ayaa atoh dL letai Nis aie ai¥i.4: 4: ese)) ob Adan no atean al pata Bm GRU 
BC OTD ISTE Wee wlth clei pene te eh cia CTEM CT UHOO MSN! MERE Ran" USA OS UIA LMA nig AG uN dd 
FOUR ATR hi i ac ate oe ahha lie Cane Nelle b tame t ey LNT E Lk acu tran anct 4. RIN al Rr A mast pais pie eh 
4, Elect one additional unit from groups G to E, inclusive. 
Fourth Year, 
Whig SS doy aa Tg EPG UAC aly MEAD SE IE Ce Ri AD CU YEE a OSA EG ea MR A ABR Oc LAY ent 
PEA OO ATS i oleh ead eke Gap G LN SON al ol hak SPL atta eae Malla SERGE le Sita ener Aree STG 12 


3 and 4. Elect two additional units from groups B to B, inclusive. 
Note.—This curriculum is easily convertible into a college prepara- 
tory curriculum by carrying a foreign language in the last two years. 


XI. SPECIAL FOUR YEAR CURRICULUM. 
Offering Business Subjects. 
First Year. 


Ma RORYSPLEPIEN Hes ooo Oe AtUS cta La ORL it brah Mental aaa ote hena lo wea oR a a eM IMS ale Ihe het aac vind 

EET OU ELATIS ES G50 5 cos hia ieee) Cie miaty Gusta ns. gus OUI VAIN Nua NW GS cM nu UR LOO gs 

PEER ULSTER CER 5 ais) Sie ieee leh a Bie etl tea fies igheh Seles chia! Sha aha ca RUA aN Meta Ne tia Meneke todas a 

BHAT ONOTA CLO GO. ys Wigs es aide eel os ld bifaltela le, BR OM HSU SIMIC EE MTU bea Dar aren ake ah AG 
Second Year. 

Bucy UE DERE? oy NUUBY(CUPLV TRC DETAR pile AWN RM LR OKA RR ANAT EPRI MERIAL DEL ME Ed! NS Ena Bi 10°50" 

veel ELEY aS det so) 6 hd V ala Mt ERE T UDR ARC eas SUH gaat Pema MaMa Ue SV Paes BV ACI RR Lh LO 

TWOP CURLER aie ola uice Wate OPO Ui lah ateah ah deel alana a) alah Sv Meak scar cuah shay Co auemin TO 

4. General Mathematics ................ weave LIOR Son AML UNG) oie DE as 
Third Year. 

INET g Seat b USP ge pee hn RELA RATE CTs ate ABR SCN RUE Agee RNP SD BAY ER an MU a BL TU RL LA ESI Es Wa ALCL a uA eA 

DEL EVO TERT tel Merry tira ten iar abe 1 Sh a Ans Ra ary Tse PMO AH ths hands 

ESL TION TOA IILW A Ce ahill iy a, Sate Slalols a yhy tel gat nite Cealpaaa yn EL MN ral og GPaltSae re UPL E Rg ENE 1% 

Pe SES OOK COTES: Yui hu Sie le later ola teies velar ataeor a ana RPMI AnaieUaRR cH giie ua Gr'a emt Rig a Bp Givigs 

Fr NULODEA I ELISCORY Serle ate Sw eG SL ade eae Ca eaea merc Ao Cae AUC ae dbnrEd 
Fourth Year, 

Bea STE irs ah has one beat bie eras cla tains ates ROU ei EAD) ean Unio A CER cca Deny 

Bea AL OCTRORT ELEN ILY 8 fecal th Pha, Geers eI AR CR ok allel Boe ee aaa Tea Ea ta SM CMU MSE SiR) 5 ae hae 


108 OUTLINE OF COURSE OF STUDY 


Beil; MICOMOMICS, ike 6 olan, sudealgine nednee MUI ee il ace MEO NE aa e MSMe TRU SOUR Nee UU Uae Ll tig Une ea 127 
COV LCS eGR NS OU RI! TROUT UAT a OC ANA ee On a NL RCN ea 12% 
4... Commercial Geography ).. 0.0. Jail sss ABN H EE SSG ALO ALON Ni 0 EMR Sa 12% 
Conimercial “Tia ws ey cee SU SIO CT nn AGE TREN NL MR A Cn 12. 


Note.—A pupil beginning with this curriculum may convert it into 
a college preparatory curriculum in the third and fourth years by carry- 
ing mathematics and foreign language. 
Xll. SPECIAL TWO YEAR CURRICULUM. 
Offering Stenographic Subjects. 
First Year. 


HRSA Sa bg bE 3 Wane teal ea ST ag RAT UM Rio DORI MMMTIAU AL tls Oran ey GS oF Revd am ik aa iFM E gis pe 
2. MP OAIMANSDLD iy tee ee ala ya Lucan ema: Calc eon mL CAST aT ne nL ae Bae Wa 
Be General (Mathematics Fon a iuieeienlgecd Wiese ate nay pa iat tat de econ GMs SinaH on ai eae Ohi 
rR Wala e Len Sp ae 1 oid a= RVG ae RAL Ue IOUS Toa ULC OA RUERRLAT I GMA by Dunc Aunt ip sd art LO0%G, 
SOUR) 2) 612) 24 a2 0) oh gr ene A ng Mambo ICM Meraas rs Me Wat age yA IRN ved Saul A a Sk ag 2 Reig 4 
Second Year. 
12S Fr Ti thy ap ee iy Nn IG ASAE a aD 105 
OS EY DEWALT ee Gea ale ere ands aT aut Kael GoiCL a RM a Gr Me RR a Lie 
32) SEENOSTAD HI abe se OR e prey eahaueieare el en neu emsticiie A oa terre GU LSI Ann tnee aha 135 
A?) CON ESraAlSclen.ce ee ee MN ee ee NAN SH Rae IAN) St OMB ee net ae ea pA 
5. BRO pean ELIStOry OLA Wale UMe wie Milbue sale talc btahe Meat NAc HUAN eS i aaa EoD ne den 


Note.—A pupil may carry this special curriculum for two years and 
complete it with a college preparatory curriculum in two years more 
without loss of time. 

XIll. SPECIAL TWO YEAR CURRICULUM. 
Offering Clerical Subjects, 
First Year. 


i RUM EO oe  b ecd 9 BHMNNRRMTODa A PRU MUNN as AE a nl lDrbel (Pattee oLAiren MMA Pages ai LIAS BGT Le aah 
2 EP ONIMMAN SHED uy NINE gel Ue Mee DOM Ts eC Te TUR Ra) Rc eet 
Be GATICRMELIO NE EOE Meta eS lh ar CN ey erie tic ett ve ALC UU ae ON 
MB OOKKeS PIN RY id ee Se Wee NOAM Ural an ie (gy cal i Ase Re A Le LOe ih 
6.) General Sciemees cle ieee AN Ci er a ALO a CL ihe 
Second Year. 
1D 02-0 b Eh s Ben a TN Dail UN IPO CAT INRA NT Wen aS MURAI ei 2 Hin MARS CUS cc OP aad 
BOOK KOS PINS icc b 4 Thea ele ee a Nano a Bub nepene Heaven ie ele lhe RAG e ote neNEAEA atk Cc ouieat one mea Tne Be Been 
General \Mathematicg git olds aie Sa Si at wna CIN at aut a Oat 
OUTOPEaT "HIStory. igi siya aah idle ma mele dele le Whe Sel ett bs cane diel al gue scons DBs Woes 
Ty DO WITS (ik sis eel ON ere a CUB Ne Maceo eariti a Tee EL IN LN UAL a 40%. Ne 


Ar esS a 


Note.—A pupil may carry this special curriculum for two years and 
complete it with a college preparatory curriculum in two years more 
without loss of time. 





Ae ar 


ao Aa 


aes. 


SPRINGFIELD PusLIc SCHOOLS. 109 


XIV. SPECIAL TWO YEAR CURRICULUM. 
Offering Manual Art Subjects. 


First Year. 


EL LEY oC ict ay She at) Nene abeapataee Seow abiagih aia cr evghal Git hau nbrting ad ay Tet a Ba 9’, 

General) Mainema tics wii Cay awa were Cia satan eiien daca Gurl Male rab wig 9’, 

EPGCH Ai HLTA WET | ile craliate ata ade ay Sadie V tal anal et Moc ate tNute or'at tae ar areal CO awa 9’, 

MCCMENICEL | LFA ITE eat siuyahcicgtin vain ch aka valnle S laataheldta net el ae, a petal etaiaaie 9’, 
and 

IV CCE WOLTER IT) Bie ud tare Ugnenirnie gneN TUT GH NRO WT VON AS Cast leat Ua TaN AE Tea i 9’, 
or 

Al Sh af 9 on tO IIR ecg Vee Hi Alou am Gh Tso: A AM AVIV SEH REL AEA GPa HOY Un 8 11’, 


Elect one unit from any group. 


Second Year. 


a Ta Eye Ail MINES Ta ae NRTA I Cao UU ec 10% 

PL ORETAL SCION GEM iciereis bial alave es diehar aclu atiel alc idrera acid Mirai ah alata bi nesti ty why 10’, 

Mechanical Drawing and Woodturning .................c0c000. 10’, 
or 

TUE NORTEG MMO) OUR CUA ateah BSI SMA rae ARS Ceca UR ren ck JP AF aN Ui Ute eo ve SA 09 a ea 12%, 

AP ORICAT WELISUOT Ys lish ata diel Wai alu toke tent yr aye lalalaielotaieiy ty NORA A aN AAe Die Mah 19 aN 


Elect one unit from any group. 


Note.—-A pupil may carry this special curriculum for two years 
and complete it with a college preparatory curriculum in two years more 
without loss of time. 


XV. SPECIAL TWO YEAR CURRICULUM. 
Offering Household Subjects. 
First Year. 


PATER TE SST aie uyer ss erie era er eararel ie ciate scmalar are Auta Uk UMA: Ren ate eae gil amMRN GLY 9’, 
GENerA ll ScClenCe ratte dene wee ma locate wor eisai ACHE Shane a I he 9’, 
Pet yA BEL ana LOM na DL od ALAM Yon PAS Anan mG ein OUup RI SE BCE SDN SOL 9’, 
Cooking sib dacweuhas "ae te date EIA LAI AG EERE al Se HN AN 10’, 


Elect one unit from any group. 


Second Year. 


NH e tsa bf) 6 WCRI TE Da Pa MBM GY IOI UA By cams BI ah n0 0 Mick WOR Ant ASU Racks are OM EE 10’, 
CFONeral  MaAtHe matics i wh Uitianscalal saci end tuys d duaeneh bh ao spetalald Miao Mabuhay 9’, 
BSED ei ete uUng eat ValrCh aU Cale WISan case NN Sem 2 UN al ST A alae en EG 5 Ht: 
CCA TE a areas ea Mak ech cha sia aaron es tetal gg tanattal en ptttaaat aly PEN NE ARE 12’, 
Wire Kean) HIStory oa he windeietiaaaersha lees ONY PAA LR UT eae rig 


” 


" 


a” 


4 


w” 


" 


Mw” 


” 


ld 


Note.—A pupil may carry this special curriculum for two years and 
complete it with a college preparatory curriculum in two years more 
without loss of time. 


110 OUTLINE OF COURSE OF STUDY 


TEXT BOOKS FOR HIGH SCHOOL. 
September, 1915. 3 


ENGLISH. abe 

English Composition, Hanson .................. PEP NAME NAD AV HS: ANG $0.80 

Webster’s Elementary English Grammar ................-ccseeeceee 50 

SCOLL SIVAN NOS sane Oa nes para naa Sanc Tara Ga a cL a able ea Nes aL 45 
~Whittier’s Snowbound and other poems ............ cece cece es veees 15 
mBRIAN AD PeGs  SLOVONSOD pairs his Gb bie wale ale Uisicradaie alle mks sak ele meee See taluka .25 
“Shakespeare’s:: Julius ;Caesar 2 eek Palade Clb uc raele whonwas tele Oh Ree ee meng 8 35 
‘pnakespeare’s As You ike ult ey ea ee ee i a ane Oo va .25 
“Ancient Mariner and Sir Launtad 2k (aoe aii siete as siete ane telels tare ala .25 
Poe's Poems) and Tales ea iis Baie aN Daily le ota) cliente esol pial al eilare tals .30 
MLB VO FINS Lie ke yO NR, NY re ee alle me re REL an rc EMA a .35 
Addison's 'De? Coverly! Papers iio cc aosilig we Wline saree inie ein eines da etal crete alte .30 
Carlyle's MSsay On Burns iia ise Ml lelb iste 'e bya Gis newline ae Bin hn um lale ap atap ecneaaie Te caie .30 
‘Selections from TOVNY SOD. eis io/0d'n win's ainieis ss eles big elaine © rag Fo meted .30 

Halleck’s (New. Dnglish \Literature sys oo) eee cues cil plete sulateeieca eben 1.30 

VAMLOTChant Or ‘Venice ie yor ie ate gl Cte Wea halcc na latia by @ oa iia core. atte cea al 25 
PNB CDOTR aie SG LU wie wie bree 4 ole abn lonase wisetvins Ole BAe NULe lee ahaataleet aha ake Lg elie nam Lene .25 
“Macaulay's Addison and) JOHNSON 2 ik ee eee weeds e keeles einen ies .30 
Macaulay’s Life of Samuel Johnson ...... 0.06. c eee de cen e cee ee ewe 25 

PSSM AS IMATION ia )s ee ela ale ec eles. ial trian lhe! Grete mio reica eon ratierle be asta tel essere arte lama ne .35D 
Milton's \Minor | PoOemiB I's. gti clelel bi dlncn op simicln allots Yale’ lala eralalanel e tenyle meee 15 

ES RROTE SSLODLGS 351055 iuitol'n ee le gii'e tin Wi siga Toylal laa) e’ eta avers Aiea atheomiia ha ei al a gin ts ua ated 35 

“"Washington’s Webster and Lincoln .............. ccc cece ec ewe ccoes 25 

LATIN. 

DOoge's ‘Latin for Beginners! se sey bee ical cea Wie ele's oh state ee ante 1.00 

Walker's (Caesar ic uciiss cc. ae wae een eee Wala hlig ler steal eb mean Ro be pe Nee 

D’Ooge’s Latin Composition Complete ............ cece eee cece wees 1.00 

EOoge’s | ClCATO ey eee ee eee ee te eam phe 1 au ead ae 1.25. 

Mairclough & Brown; Virsa vow cok val cia a ene wre eb ie lee Se eharel 1.40 

Bennett’s Latin Grammar ......... pees Ne ee oR CRE RMR yng en CWA i CAD A C4 .80 

GERMAN. 
Bilder aus der Deutschen Literature ...............-ceceeeeeces 120 


Pope's German Composition (iii). 0 ei cig os g's clog ewe bic b's > sal baatel ale ok . 90 





SPRINGFIELD PusBLic SCHOOLS. 111 








List 
Price 
Bacon’s Elements of German Grammar ........0050ccccccccccccenee 1.00 
Boe Orem Ld WV ALOTIATACL Hie 5.) cet Re Oe ete ee LN EMOTE hike 1.25 
APeM per OL OCHEN Gy KOEI No eC gr h ek owe he Sa DD A SANK 1a TOP MRM MG A 25 
REESE SONS Ya cee c cae ey card NU ot mt MCN URINE? Tuer ses MOL A SUN Ng UP er dah EN 33) 
Pnomasy) Practical ‘German Graminar yoil iin a) iat ae oo unan 1.25 
RrOEMatemeclence Header Gore. 24. ses Gin ii me LUN Whe aia 215 
Walters: Krause Hirst: German: Reader i p63 ee SiGe .90 
RUC UTMer Sa Wiltiel sr DOt lic at soi MAM MR Boke TE aint LEC Nn nm aetutke 163 
FRENCH. 
Praneote beginners) Wremeniy'). ears. wend he Gye ls Al ya Pre aca ah aan UR 65 
Wiininey'’s’ Introductory French “Readers Joe ee Ua 75 
BIPECEICS'S COMIND ahs Vii si oe Stree la aed Waa te a aa ir oa er AED 42 
PTI SV ELOUNA IY) 60) cis ais! A ar Siac Maoh Mao 7 Melting 50 
Fraser & Squairs French Grammar, Complete ..................... 1.15 
HISTORY. 
RCE ES VATICLON CVU ODIO oc 2) cud liatele: o. seveum wlarw, aida mh ippataiiea letot coe Ol Weds GP sb aeM 1.50 
(Ex. price, 90c.) 
IO DIMSOR St WV ESLOTT (IOULODEN Woi5 i Vidic eile 6 6b 'cluicvakalie, ies Suan leks aha abahalar alates 1.60 
serman s Advanced American | History cos hile so dceece Uw ole were a 1.50 
Robinson and Breasted’s European History—Part I ............... 1.50 
(Ex. price, 90c.) 
@heyney’s: Short ‘History of Bnsland 2.0. /. 4. seek cc iecek dled 1.40 
Laughlin’s Elements of Political Economy ...............ceeeeeees 1.20 
James and Sanford’s Government in State and Nation ............ 1.00 
MATHEMATICS. 
Wentworth's lementary Algebra ci. 66 csi’ sce ces cnc meta cdc auleaia gle 1.15 
Wentworth-Smith Plane Geometry .........-...ccceccecccccsceees 80 
Moore & Miner’s Practical Business Arithmetic ................... 1,00 
Wreentworth-Smith | Solid Geometry 6c. 0 i. ss woe reve eee el ca@enoeee 15 
SCIENCES. 
Blements, of: General Sciencee sie Me os eel aera! Shue ging og 1.00 
MOO Ab SUGINSCON S , PAV SIOIORY |g efcins sch delle wie eal ale Cine eo ata kaye S 1.10 
Tarr s INGEW ENYSiCAal GOORTA DD hi eiele wide cleats a ee bot dat ar lelotabe e wrulales 1.00 
Linville & Kelly’s General Zoology .......ccecccscrccscccsrtsccone 1.50 
Bergen & Caldwell’s Introduction to Botany ..............eeeeeees 1.15 
Millikan & Gale’s First Course in Physics, Revised ............... 1.25 
Smith's Jolementary CHEmistry oi. 'cis esis ov alelaelela sieve ce «vba yall oleae whe 1,25 
Kinne & Cooley Foods and Household Management ............... 1.10 


»112 OUTLINE OF COURSE OF STUDY 


COMMERCIAL. ood 
Modern Illustrative Bookkeeping, Complete Text ................. 1.50 
Bookkeeping Blanks, Introductory Outfit .................. by he 3d 
Commission ‘Business (Outht! goceces cn ila cee Pee ce OS 10 
Grocery Business Outfit .............% a aa eee inter ate hate c Wyte GRER gc fe OnE .40 
Dry \Goods (Business (Owe ees eG ee ae eae ay iM hae a He taNONe lates eal 80 
Manufacturing Business wouthit ify siecle es eeu aes i aph. 90 
Modern: Tlustrative® Banking——Text oon) soci. sete a cis ciataniein Sele nr 55. 
Blanks ‘for, Banking -—OuUrne yoicie i ievesats copie etodnvntel we eiete te cia ciate a ene ae ema aime .80 
Gano’'s \Commencial Waa we oe oye ee ile areal bis gleretl coker ee Aart amu nL aoe wie 1.00 
Adams’:;'Commercial: Geography cer Ce iis be lek Ope A kee eee re aera 1.30 
Pitman-Howard Phonographic Amanuensis ..........-.0++++200> ot 06 
Rational DY pew rit ney iii eee ely peel crates edeneia us ndulgen ve elabalal ete ters een ai nyots 1.00 
Business | Forms-—Teller& (Brown (sib sis)iigis s eeige e bw uielelens binicie weretels Rae 
Palmer's Method :Businéss “Writing 606k ese a nie ieee -20. 

MISCELLANEOUS, 

Webster’s Secondary School Dictionary ..............-..- eee ee eee 1.50 
Historical Note Book ...........- Bs ge te sel inte Saitb-h nite tats to Ohta! Wits te NCC ate Ro I 4h aS te 
Regulation Tablet ......... me iblig ia ole te actin Wie lalla ie have ie MUR ONE wets Cone Iain en D cer amg aap aN 
Baldwin & Newton Standard Song Classics ..................2205 .60 





?) 








SPRINGFIELD PuBLIc SCHOOLS. 


TEXT BOOKS FOR ELEMENTARY GRADES. 


September, 1915. 

BrCOnee e LTEA AW Ell) PTIM ER) 2 2 oo ielalareus Abie sue ate shah dreial'd. dral fa od Maia ate nua ea ts 
Bree; a, Dreadwell| First YREaden ysis ois oy) cals aoa ee Gale wey cee ealaa 
bree coy ltreadwell. Second: Reader! Oyo. wee sided ik Galgiel el ue Wigles aie 
Hison’s Primary School. Reader, Book Three 03. ire. o8 yews eee 
Elson’s Primary School Reader, Book Four ..............+..2.008 
Pieon's, Grammar School Reader, Book Tii<icd ees cee oe eg 
Elson’s Grammar School Reader, Book II ...........c. cece ec eees 
Bison's Grammar School, Reader; Book TTD i. coe iy sak ele a bis ee iene 
Hlson’s Grammar School Reader, Book IV ......... ccc ewes ecco ee 
Wentworth-Smith’s New HDlementary Arithmetic ................. 
Wentworth-Smith’s Complete Arithmetic .............-.....0000: 
OPraurArithmetic, Kilbride (5 oe Uy sacle inlets eercials 6 tlelsle setae wiereye ) Wielalc ee ee 
reve svlolements Of Geocra ply) «ale s!s)sieleibia afal ois /0 ove in wale wei eilealae are ete a 
Prye's) Grammar School) Geos ra ply iui’ ois es shsiels ave soe cio Siels ele) sis) 6 ois eva 
McFadden Language Series, Book I ............. Gera casa tba haeh er wae 
Mebadaén | Lanugage Series BOOK): Ta yy eesti yu de bh eid a ohotelane elaiiela 
DM GLO e Ee OF UCT SOOM Livin olla tia dict ecel a) sLnrey sastoldiahs Gin y wig wisi wiei coe cuaiWla eute 
English Grammar, Mother Tongue, Book II, Rev. Ed. ............. 
New World Speller—Grades 3, 4 and’5 ......ceccccwccccsssccvens 
New World Speller—Grades 6, 7 and 8 ....ccsccccccccccvcccccses 
Mace Ss United States = ELIStOrye | oi sss)e sie ole ere ee! deine ible! ea Sl'gfalel aie lel ash a's 
Foster’s Historical Outline Maps, Complete ............ececeerees 
COCO ELC CLA eid rats lare sya ara las cha Wier Waneieh atei eve dlela gale yldieta'G stave miele ms fenare 
The Body and Its. Defenses oi. 3. eee ces cee eee e anes cease 
PP RUEII GRAN EPEAT SS CATO ele Sry GR iawene ugha, Qo! woe ela wie: praiveeca leila ala law ek Aoyagi eoamuaunevaltsitg 
eS LEVEL VE LUI TE AVE LEN EL ine hue at oa aialies b)¥) Serbia! ae 4) bl el alana wl Wala wheel sitatunel a ul ege Ns 
Progressive Music ‘Series: 

, Book One—Grades 2 and 3 2.0... .cceee eee c te eee cree eee eeeeees 
BOOKAT WORT AGeS 4° AN, Gi gia dil ela aici cio ana ga aie ia celui wrerals ei giete. oat 
Book 7Phree——Gra deg Giana 7 yy aie eis a ek ee a a/a'el ole yole bel ae wena al etek ; 
Book, Four Grades! § Ande ee Oo als wig a's Sheol dle le! wialalaum els! babel 

Bebra tee Ne Be EOS Po cle Paitaal le ullnd arel ahihia] all b's ba pv gid ha, Bie) elgigL bead belle ole aor wrs 


113 


. .60 


114 OUTLINE OF CoURSE oF STUDY 





List 

Price 
Drawing Pencil, Eagle Draughting No. 314 ................... Peete .05 
Drawing. Tablet: "Water (Color tame e iieia aie aie ics Fee (aa tiaet ne he eran) a ea 10 
Tink) PTA DIC ote ee RR BURRS Gite tp ore ome Ebro iG Joke! Bile kita a Ih ataea TMlahi uma Ma sae 0d 
PONCE NT ADU aie whe secalohe ica isligre'e el ettails San eatiacts las train Meike POT far Glin Bt cEa gh Gn Tune Ra aeons a .05 
Webster’s Elementary School Dictionary ................ccccecece .90 
Webster's ‘Secondary School)! Dictionary oi). esha gine ieule bic 9 6 dies cone Woeue 1.50 


Pupils should get books not later than the first day of school. 


All pupils above the fourth grade should have a good dictionary. 
Webster’s Secondary School, price $1.50, is most suitable for the upper 
grades, and will be sufficient for high school use. 





SPRINGFIELD PUBLIC SCHOOLS. 115 


DIGEST OF RULES RELATING TO TEACHERS AND PUPILS. 


1. Principals are required to be at the school buildings in the 
‘morning and open the same for the reception of pupils thirty minutes 
before the time for beginning school. 


2. Teachers are required to be in their respective rooms at least 
thirty minutes before the time for opening schcol in the morning and 
fifteen minutes in the afternoon. 


3. Teachers and janitors when absent on account of sickness or 
other pressing emergency, will be allowed full pay for five days’ absence, 
and one-half pay for ten additional days’ absence during the school 
year, provided that the statement as to cause of absence is accompanied 
by a written voucher from the principal of the school to which said 
teacher or janitor belongs. 


4, Principals and teachers must give careful attention to the phy- 
sical condition of the rooms. The air at all times should be pure and 
no child should sit in a draught. The temperature in the winter should 
never be much above 70 degrees. 


5. Pupils must have a recess in the open air, morning and after- 
noon, unless the condition of the weather makes it impracticable; and 
then they should have proper exercise in the rooms with the windows 
open. 

6. Each teacher must have a daily program of recitations and 
study periods, and adhere to the same as closely as possible. 

7. No advertisements shall be read to the pupils in school, and 
principals and teachers must not allow any advertising matter to be 
distributed on the school premises. 

8. Teachers are required to attend the meetings of the monthly 
institute. Absence from institute will be considered the same as ab- 
sence from school. 

9. No subscription or contribution shall be allowed in the schools, 
nor shall any teacher accept a present from the pupils. 

10. Pupils absent from school more than three days are dropped 
from the roll at the end of three days. 

11. No one connected with the schools shall be permitted to use 
tobacco about the school premises. 

12. Corporal punishment shall not be administered by teachers 
except in cases of flagrant offenses, and not then unless severe methods 
of discipline have failed to reform the offender. It shall never be ad- 


116 OUTLINE OF COURSE OF STUDY 


ministered in the presence of the school, but at the close of the session 
and with some other teacher present as a witness. 


13. While teachers are required to maintain order in the school 
and to secure obedience to necessary rules, they are reminded that 
harsh words and intemperate language, in the presence of the pupils, 
do harm and fail to secure the desired end. The best disciplinarian 
secures order in a quiet way. By precept and example, as well as in 
the instruction given, the teachers are expected to aid their pupils in 
forming habits of good manners and social refinement. The moral 
training of pupils is of greater importance than their mental discipline. 


14. The telephones are placed in the schools to be used in the 
transaction of school business. Teachers and pupils should not be 
called from class to answer the telephone except in cases of extreme 
necessity, and pupils should never use the telephone without permis- 
sion, and only when absolutely necessary. 








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